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DLP English 2

This document contains a detailed lesson plan for English for Grade 2 students over 10 weeks. It includes objectives, activities, and assessment for each lesson. There are 5 lessons per week totaling 50 lessons.

Uploaded by

Angela Rulete
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© © All Rights Reserved
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0% found this document useful (0 votes)
2K views

DLP English 2

This document contains a detailed lesson plan for English for Grade 2 students over 10 weeks. It includes objectives, activities, and assessment for each lesson. There are 5 lessons per week totaling 50 lessons.

Uploaded by

Angela Rulete
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 306

DETAILED

LESSON
PLAN IN
ENGLISH 2
(First Quarter)
DETAILED LESSON PLAN (DLP) DEVELOPMENT TEAM

Province: Masbate Division EPS: HELEN V. TITONG


Subject Area: ENGLISH Grade Level: 2

Team Member Position Role in the DLP Development


Helen V. Titong EPS-I Team Leader
Juancho P. Azares EPS-I LRMDS Supervisor
Junee L. Abetria P-I Division Validator
Kathrina T. Bayon-on MT-II Division Validator
Christopher I. Alvarez HT-I Lay-out Artist/Writer
1. Cristina L. Esquivel T-I Writer/Demo Teacher
2. Joseph Omelan MT-I Writer
3. Belinda G. Arcenal MT-I Writer
4. Niña Lynda B. Dioquino T-III Writer
5. Grace R. Rivera MT-II Writer
6. Ma. Fe C. Gutierrez MT-I Writer
7. Florence A. Capinig MT-I Writer/Demo Teacher
8. Christopher I. Alvarez HT-I Writer
9. Marilyn D. Patalinghug MT-II Writer
10. Eleanor Jeanne E. Sy T-III Writer
11. Wenchie V. Casas T-III Writers
12. Maria Consolacion A. Viterbo MT-II Writer
13. Simona C. Castillo T-III Writer
14. Erla B. Gutierrez T-III Writer
15. Ryan Jim S. Regidor T-III Writer

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 9 Day 1 -------------------------- 227


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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

IV. PROCEDURE Advanced learners Average Learners

A. Reviewing NAME SONG AGE SONG


previous lesson Tune: (“Where is Thumb Man) Tune:
or presenting the (Twinkle, Twinkle Little Star”)
new lesson What is your name?
What is your name? We are seven years of age,
Shout it loud. We do love to sing and
Shout it loud. dance.
My name is . Up and down, up and down
My name is . We play all day merry round.
I am fine.
I am fine.

1
Ask: Ask: Who among you are
Do all children have names? seven years old?
Why? What do you like to do?

Emphasize that one right of


the child is to have a name/
identity.

B. Establishing a Listen to the dialogue.


purpose for the Rene is a new pupil of Quezon
lesson Elementary School. He wishes
to be friend with his new
classmates.

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.

My name is Ruby L. Perez.


Hello Rene! Nice
I am seven years old.
to meet you. I am
Matmat O. Labini. I live in Cebu.
I am a soccer I am a Cebuano.
player in our I am in Grade Two.
school. I am the My father is an engineer.
youngest in the My mother is a teacher.
family. We live in
Purok 2, Barangay
Quezon.
Who is introducing herself?
How old is Ruby?
Where does she live?
Who are talking in a dialogue?
Who is new in Quezon
Elementary School?
Where does Matmat O. Labini
live?

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

John Vincent Nikka


Brother John Vincent Nikka
Sister Brother Sister

Say: “This is a family tree.”


Say: “This is a family tree.” Ask: “Who are the members
Ask: “Who are the members of of the family tree?”
the family tree?”

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?

Complete each sentence with Show pictures of the


E. Discussing new a word about the family of members in the family tree.
concepts and Nikka. Choose your answer
practicing new inside the box.
skill #2
sister mother
brother father
parents family
This is John Vincent.
He is Nikka`s .

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 .

F. Developing Getting To Know You Activity: Getting To Know You


mastery (leads to (Individual) Activity: (Pair-Share)
formative 1. Write each child`s name on 1. Write each child`s name
assessment 3) a piece of paper and put them on a piece of paper and put
in a box. them in a box..
2. Prepare a “Special Hat” 2. Prepare a “Special Hat” for
for the activity. the activity.
3. Pick a name from the box. 3. Pick a name from the box.
4.The child with the name 4. The child with the name
chosen would have to go in chosen would choose her/his
front, wear the “Special Hat” buddy. They will go in front,
and tell something about wear the “Special Hats” and
her/himself and his/her family each one of them will tell
following the template below. something about themselves
and their family following the
template below.
Template
Template
I am .
I am years old. My name is
My father is a .
. My mother is a I am years old.
. We live We live in .
in
.

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.

Picture of a child who


I am .
takes a bath.
I am a pupil.
When I grow up, I want to be
a . 2. She takes a
.

Picture of a child who


reads a book.

3. She her book.

Picture of a girl who


plays in her backyard.

4.She after class.

Picture of a child who


sleeps on a bed.

5.In the evening she


on her bed.

bath brushes sleeps


reads school plays

Ask: Did you also do these


activities?

H. Making From the activities that we From the activities that we


generalizations have done, how will you have done, how will you
and abstractions introduce/ talk about yourself introduce/ talk about yourself
about the lesson and your family? and your family?

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)

II. CONTENT Elements of a Story


Values Integration: Thoughtfulness
III. LEARNING
RESOURCES
A. Reference
1. Teacher’s Guide K-12 CG p. 21
pages
2. Learner’s Let`s Begin Reading in English p. 3-4
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning Area
(LR) Portal
B. Other Learning Pictures of short fairy tales characters, charts, graphic
Resources organizer
IV. PROCEDURE Advanced learners Average Learners

A. Reviewing Vocabulary Development Vocabulary Development


previous lesson (Unlocking of Difficulties (Unlocking of Difficulties
or presenting the through pictures) through pictures)
new lesson

barked
barked

The dog barked. The dog barked.

8
back yard
backyard

We play in the backyard.


We play in the backyard

surprised
surprised

Ana was surprised on


her birthday. Ana was surprised on her
birthday.

B. Establishing a Show picture of a birthday Show picture of a birthday


purpose for the cake. cake.
lesson

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?

C. Presenting Giving of Motive Question: Giving of Motive Question:


examples/instanc
es of the new
lesson What did Ana`s family do Who has a birthday?
for her 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).

Comprehension Check-up Comprehension Check-up

1. Who are the 1. Who are the


characters mentioned characters
in the story? mentioned in the
(Characters) story?
(Characters)
2. Where did the story
Paste the answer
happen?
on a human figure.
(Setting)

3. What happened first 2. Where did the


in the story? (Event) story happen?
(Setting)

4. What happened next? Paste the answer


(Event) on a house
structure.

5. What happened last?


(Event) 3. Arranged the
following events as
they happened in
6. If one of your family the story. Number
members will it 1-3.
celebrate their (Use pictures if
birthday. What will possible)
you do to show your
love for her/his? Family eats
together.

Ana woke up early


with nobody inside.

Mama, Papa and


Miko surprise Ana
birthday.

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

3.First c. Ana wakes


Event up early with
nobody is in
Event2 the house
Event1:
4.Next d. Ana, Mico,
Event Mother,
Father, Bingo

Event3: 5.Last f. The family


Event eat together
in the garden

e. garden

F. Developing Read a selection about the Read a selection about the


mastery (leads to caterpillar and divide the caterpillar and divide the
formative pupils into three groups. pupils into three groups.
assessment 3) Then, using the graphic
organizer let them identify the
elements of the reading
selection.

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.

First Event Next Event

Last event

12
Group 3: What
Happened?
Arrange the pictures as
they happened in the
story. Write number 1-3
in the box.

G. Finding practical Identify the character, setting Identify the character,


applications of and event in the sentence. setting and event in the
concepts and sentence.
skills in daily
living

Matmat is celebrating his


Birthday in the beach. Ana is washing the
dishes in the kitchen.

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?

Remember This: Remember This:

The story has elements The story has elements


like characters like characters
(persons/animals), setting (persons/animals),
(place and time) and the setting (place and time)
events (these answers the and the events (these
question what happened?) answers the question
Knowing these will help what happened?)
you understand better Knowing these will help
what you have listened to. you understand better
what you have listened
to.

I. Evaluating Identify the characters, Identify the characters,


Learning setting and events. settings and events.

Mina saw a Ana is helping her


wounded bird in her mother in the kitchen.
backyard. She takes care They are preparing their
of it. After many days the lunch. Her mother
wound of the bird heal. The cooked pork adobo. It is
bird now is ready to fly. Ana`s favourite dish.
Mina let the bird flew away.

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:

Event (First): Event (First):

Event (Next): Event (Next):

Event (Last): Event (Last):

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.

B. Performance Demonstrate understanding of the letter/sound


Standard relationship between mother-tongue and English
effective transfer of learning.

C. Learning Discriminate sounds from a background of other sounds.


Competencies/
Objectives EN2-PA-Id-e-1.2 (Phonological Awareness)

II. CONTENT Letter sounds


III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide k-12 CG p.
pages
2.Learner’s Materials Let`s Begin reading in English pp. 10-11, p. 13
pages
3.Textbook pages
4.Additional Materials LR Media Gallery
from Learning Area
(LR) Portal
B. Other Learning bingo cards, alphabet chart, pictures, laptop, projector
Resources
IV. PROCEDURE Advanced learners Average Learners

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.

D. Presenting Present each letter Name each letters, then


examples/instance emphasizing its sound. give its sound. Give also
s of the new Provide also a word with the name of pictures having
lesson the same beginning letter the same beginning letter
sound. sound with given letter.
Pp Bb

ba

b ll

E. Discussing new Pick Me Up: (Letters Go Bingo: Mark X the letter


concepts and posted on white board) of the letter sound that you
practicing new skill heard.
#1 Teacher pronounces letter
sound and ask pupils to Kk
pick the letter that Aa Ff
corresponds the sound
heard and put it beside the Ll
object that has the same Bb Gg
beginning letter sound.
Mm
Cc Hh

Nn
Dd Ii

Oo
Ee Jj

F. Discussing new LETTER SOUNDS Name each picture. Choose


concepts and your answer inside the box

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

star butterfly fro


b g r
Group 2: Write the missing
letter to complete the
name of the given objects.
d g

a e o

utterfly f sh

r bbit
a e o

Group 2: Encircle the


objects
that have the same
beginning letter sound as
the given letter.

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.

B - Beginning Letter Sound

e - Middle Letter Sound

t - Final Letter Sound

Ex: bag boy bird


pen men ten
mat sit kit

Are letter sounds alike? Do all letters have the same


Why do we need to know sounds?
the letter sounds?

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.

I. Evaluating Teacher reads the Teacher will tell the name


learning following words. Then, of the pictures. Then,
pupils will give the pupils will give the
beginning, middle or final beginning, middle or final
letter sound of the word. letter sound.

1. hut (Middle Letter 1. (Final Letter Sound)


Sound)
boy
2. jet (Final Letter 2. (Beginning LetterSound)
Sound)

3. map (Beginning
Letter Sound) dog

4. sit ( Middle Letter


Sound) 3. pen
(Final Letter Sound)
5. cup (Beginning
Letter Sound)
4. rat
(Beginning Letter Sound)

5. pig
(Final Letter Sound)

J. Additional Make a name collage of Make a name collage of


Activities for your name. your name.
application or
remediation N - net N - net eg
eg
E - E -
M - M -
O - milk orang O - milk orang

IV. REMARKS

22
V. REFLECTION

VI. 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?

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

IV. PROCEDURE Advanced Learners Average Learners


A. Reviewing previous Let the pupils listen to Let the pupils listen to
lesson or presenting the recorded different the recorded different
the new lesson environmental sounds environmental sounds
(animals, vehicles, (animals, vehicles,
musical instruments, musical sinstruments,
etc). Then let them etc). Then let them
identify the sources of identify the sources of
these sounds. these sounds.
B. Establishing a purpose Jigsaw Puzzle of Teacher presents sets of
for the lesson Environmental Print pictures. Then, let the
Divide the class into pupils encircle the picture
four groups. Then, give which does not belong to
each group an envelope the group.
of cut-outs of
environmental shapes to Note to the teacher:
be assembled. Picture of fast foods,
traffic signs, school signs,
and familiar product
logos or labels can be
used.

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)

D. Discussing new Ask: Ask:


concepts and What picture do you see What room has the
practicing new skill #1 on the left of the symbol of computer?
canteen? What symbols are found
What place does this in the restroom?
picture represent? What room has a symbol
of a note?
(Note to the teacher:
Teacher may ask (Note to the teacher:
additional questions Teacher may ask additional
pertaining to the questions pertaining to the
presented school map.) presented school map.)

E. Discussing new Here are other symbols Teacher presents other


concepts and of environmental prints. environmental prints. Let
practicing new skill #2 Name each one of them. the pupils tell where they
can find these prints.
No Parking
No Littering

No Littering
No Parking

PWD Lane

Slow Down
Slow Down

F. Developing mastery Fishing Game Matching Game


(leads to formative Teacher prepares a Call 20 pupil-
assessment 3) mini fishing kit. Then, let volunteers. Then, give 10
the pupils fish in a box of of them pictures of
environmental prints. Let environmental prints and
them tell about the name of those
different prints. environmental prints to
the other 10 pupils. Next,
give a cue for the players
to match the
environmental print with
its name.
25
G. Finding practical Teacher posts a Let the pupils draw the
applications of community map on the environmental prints they
concepts and skills in board. Then, let the find in school and on
daily living pupils pick streets.
environmental print from
the pocket chart and put
it on designated places
in the map.

H. Making generalizations Based on our previous Based on our previous


and abstractions about activities, what is activities, what is
the lesson environmental print? environmental print?
Where can we usually Where can we usually
find them? find them?

Remember This: Remember This:


Environmental Environmental
prints are those prints are those words,
words, signs and signs and symbols that
symbols that can be can be found in our
found in our environment every day.
environment every
day.

I. Evaluating Learning Directions: Match the Directions: Match the


environmental print in environmental print in
Column A with its name Column A with its name
in Column B. in Column B.

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

J. Additional activities for Make a scrapbook of Make a scrapbook of


application or environmental signs. environmental signs.
remediation
VI. REMARKS

26
VII. REFLECTION

VIII. 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?

27
School Grade Level II
Teacher Learning Area English
Time & Date Week 1, Day 5 Quarter First

I. OBJECTIVES

A. Content Demonstrate understanding of concepts about narrative


Standard and informational texts for appreciation.
B. Performance Makes personal accounts on stories/texts as expression
Standard of appreciation to familiar books.
C. Learning Perform dialogues, drama, mock interview, TV talk show
Competencies/ etc.
Objectives
EN2-G-Ia-e-7.4 (Grammar)
II. CONTENT Demonstrate a love for reading stories and confidence
in performing literacy-related activities or task.
III. LEARNING
RESOURCES
A. Reference
1. Teacher’s
Guide pages
2. Learner’s Let`s Begin Reading in English p. 133
Materials pages
3. Textbook pages
4. Additional
Materials
from Learning
Area
(LR) Portal
B. Other Learning Pictures, video clip of TV Talk Show, charts, rubrics
Resources
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing It`s Riddle Time: Guess Show pictures of TV
previous lesson whose TV personalities/ personalities/movie artists.
or presenting the movie artists are being Let the pupils name them.
new lesson described.
1. I am a talk show Picture Picture
host in “Gandang of Vice of Boy
Gabi Vice”. I make Ganda Abunda
people laugh. Who
am I? Ask: What do these
persons do in television?
2. I am a talk show
host in “The
Bottom Line.” Who
am I?
Ask: What are
the work of these
persons?

28
Note to the teacher:
Teacher may show pictures
as she gives answers to the
riddle.

B. Establishing a Have you watched a TV Show a picture of a TV


purpose for the talk show? (If pupils do not Talk Show scenario.
lesson have an idea of what a TV Ask: Who do you see in
Talk Show is, teacher the picture? What are they
shows a picture.) doing? Have you watched
Ask: Who are the persons a TV Program like this?
involve in a talk show? Can you name some of
them?

C. Presenting Show a video clip of a TV Show a video clip of a TV


examples/ talk show. Let the pupils talk show. Let the pupils
instances of the observe how it is done. observe how it is done.
new lesson Note to the teacher: Note to the teacher:
Use age-appropriate video Use age-appropriate video
clip. clip.

D. Discussing new Suggested questions: Suggested questions:


concepts and Who is the talk show host? Who is the talk show
practicing new Who is the guest? host?
skill #1 What are they talking Who is the guest?
about? What are they talking
about?

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?

Note to the teacher: Note to the teacher:


Values integration can be Values integration can be
done as you elicit pupils’ done as you elicit pupils’
responses. responses.

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.

G. Finding practical There is a search for It is first day of school.


applications of Batang Listo in your You wanted to ask the in-
concepts and school. Your class charge for enrolment of
skills in daily conducts screening to what section you suppose
living look for your to get in.
representative.

H. Making Say: Based on what you Say: Based on what you


generalizations have witnessed, how have witnessed, how
and abstractions should one perform a should one perform a
about the lesson dialogue, drama, mock dialogue, drama, mock
interview or TV talk show? interview or TV talk show?

You should memorize You should memorize


your lines, delivered it with your lines, deliver it with
proper intonation, feelings proper intonation,
and facial expressions. feelings and facial
expressions.

I. Evaluating The teacher will provide The teacher will provide


Learning the dialogue and rate the dialogue and rate
pupils’ performance using pupils’ performance using
the rubrics below. the rubrics below.

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.

J. Additional Group Activity: Perform a Group Activity: Perform a


activities for short drama about a child short interview about a
application and who is poor but very poor child but determined
remediation determined to study. to study.
(Note to the teacher: (Note to the teacher:
Provide script for the Provide script for the
activity.) activity.)

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.

B. Performance Independently takes turn in sharing inter and intra


standard personal experiences, ideas, thoughts, actions and
feelings using appropriate words.

C. Learning a. Talk about one’s name and other personal


Competencies/O information
bjectives EN2-OL-If-g-1.3.1; (Oral Language)
Write the LC
Code for each b. Recognize simple sentences
EN2-G-Ib-c-1.4 (Grammar)

II. CONTENT a. Talking about one’s name and other personal


information
b. Recognizing simple sentences

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.

I am Marco. My name is Dina.


I am a boy. I am a girl.
I am 7 years old. I am 8 years old.
I am in Grade 2. I am in Grade
2.

Pictur Pictur
e of a e of a
boy. girl.

Call pupils and act out as Marco and Dina. (Posted on


the board)
Ask:
a. What is the name of a boy/girl?
b. How old is Marco/Dina?
c. What is his/her grade?

Teacher introduces simple sentences using Marco and


Dina’s information.
D. Discussing new A. Have the pupils introduce themselves using the
concepts and following personal information.
practicing new
skills #1 I am .(name)
I am a .(gender)
I am .(age)
I live in .(place)
I love to .(hobby)

B. Call a pupil and let him/her write his/her personal


information to complete the simple sentence.

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.

C. Teacher will read the example.

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.

Give some examples of simple sentence.

E. Discussing new Group pupils according to birth month.


concepts and Each group will be given an activity task.
practicing new
skills #2 Group I: Yes, I Can!

What are they saying? Complete the sentences.

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.

Group 2: Act Me Out!

Read and Act it out using your personal


information.
Hi! I am .
I am years old.
I live in .
I am your new classmate.

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.

I love to play also.


I am also in Grade
Nice to meet you all.
I am .
I am years old.

Pict
ur e
of a
Group 3: Color is Cool! girl.

Here is the drawing of a flower. Color the


petals red, if the words written are sentences and
yellow if not.

I love
reading

your friend
a girl

My father
I am happy
is Dante.
today.

38
Group 4: I Fill It!

Fill in the circle if the group of words are


sentences and leave it blank if not.

She loves books.

I went to Masbate.

My mother is happy.

an airplane
toy car

F. Developing Process the activity done by each group.


mastery Ask:
(leads to 1. Was the task correctly answered?
formative 2. What did you do to finish your task?
assessment 3) 3. In Group 1 activity, how did you complete the
simple sentence?
4. In Group 2, what are the pieces of information
given?
5. In Group 3 and 4, what do you call the group of
words that have a complete thought?

G. Finding practical Why is it important to know personal


applications of information/information about ourselves?
concepts
and skills in daily
living

H. Making How do we introduce ourselves?


generalizations We introduce ourselves by giving our personal
and abstractions information.
about the lesson
What is a sentence?
A sentence is a group of words and that has a
complete thought.

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.

(Rubric is provided for this


activity)
J. Additional activities Bring a picture of your family, then prepare to
for application or introduce or talk about it in front of the class tomorrow.
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.
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

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?

41
RUBRIC FOR PERFORMANCE TASK
English 2
First Quarter
Week 2 – Day 1

Raw Score Indicators Score

10 Perform the presentation beyond expectation

Perform the presentation based on the given


8
guidelines

Perform the presentation but does not complete


6
the guidelines given

4 Attempted to perform the task

0 No attempt was done

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.

Demonstrates understanding of the concepts of


pronouns and preposition for appropriate
communication.

B. Performance Identifies correctly how paragraphs/texts are


Standard developed

Shows proficiency in constructing grammatically


correct sentences in different theme-based
activities.

C. Learning Give the correct sequence of three events


Competencies/ EN2-LC -IB-1.1 (Listening Comprehension)
Objectives
Recognize sentences and non-sentences
EN2-G-Ia-1.1 (Grammar)

Discuss, illustrate, dramatize specific events


EN2-LC-Ih-1.1 (Listening Comprehension)

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.

D. Discussing new Game: “ Pass the Cabbage Ball”


concepts and
practicing new skills Have the pupils form a circle. As the music plays,
#1 the pupil will pass the cabbage ball and when it
stops the pupil holding the cabbage ball will detach
the cartolina strip wrap around the cabbage ball and
he/she will read the group of words written on it.
And have them post it on the board.

(Guide them in posting the cartolina strip on the


board and make it sure that it is in the proper
column: non-sentence and sentence.).

Example:
a black little fish

44
like a giant fish
in a corner of the sea

His name was Swimmy.


The big fish will eat us all.

Swimmy was scared lonely and very sad.

Integration: PE (Correct posture in passing and


catching the ball).

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.

E. Discussing new Say:


concepts and Clap three times if the group of words that you
practicing new skills will hear is a sentence and stomp your feet three
#2 times if it is not.
Example:
1. He became happy again.
2. is around to greet me
3. a school of little fish
4. Let’s go swim, play and see things.
5. in the cool morning water

Give some example of phrases and sentences.

F. Developing mastery Group Activity


(leads to formative Divide the class into four groups.
assessment 3)
Group 1: Sequence the events that happened in
the story. Write numeral 1-4 in the box.

Swimmy getting away from the tuna fish.


Swimmy hiding behind the big rock.
A school of fish forming a giant fish.
A very hungry tuna fish.

Group 2: Write S on the blank if the group of words


is a sentence and NS if it is not a sentence.
1. We must do something.
2. He became happy again.
3. Saw many wonderful creatures.
4. in the cool morning water
5. swam away

45
Group 3: Using these pictures they will be guided to
act out the events in the story.

Group 4: Draw and Tell


Draw at least three events that happened
in the story. And tell something about the picture.

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?

a. To sequence the events in the story heard,


one must listen attentively to the reader.
b. Sequencing is arranging events in the order
they happen.

2. How did we know if the group of word is


a sentence or not?

a. A sentence has a complete thought.


b. A phrase is only a group of words but does not
have a complete thought.

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.

They went Picture


to the zoo. of they
went
back to
school.

Picture
They ate
childre
Lunch. n went
to the
zoo.

J. Additional activities for Do this on your notebook. Do this on your


application or remediation Write 5 sentences and notebook.
phrases. From the book copy
5 short sentences
and phrases.

V. REMARKS

VI. REFLECTION

47
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.
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?

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.

B. Performance Standard Uses common vocabulary to independently


express ideas in speaking activities

C. Learning Use words that are related to self, family,


Competencies/Objectives school, community, and concepts such as the
names for
colors, shapes, and numbers in both Mother
Tongue and English.

EN2-Vocabulary-Ia-5

II. CONTENT Using words that are related to self, family,


school, community, and concepts such as the
names for colors, shapes, and numbers in both
Mother Tongue and English
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
4. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning
Resources
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing previous Read the sentences Arrange the following
lesson or presenting and arrange them to pictures in correct
the new lesson form a short story. order. Write only 1, 2
Number the events 1, and 3 on the blank.
2 and 3 to show the
order.
Then, it laid an
egg.
First, the bird
made its nest.
Next, it sat on the
Nest.

B. Establishing a How did you get


purpose for the ready for the start of
lesson school?

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

C. Presenting Post and read the story (Let’s Begin Reading in


examples/instances English, pp. 31-32)
of the new lesson
Moses Gets a Haircut

“Moses, school starts next week,” says


Father. “Are you ready for school?”
“Yes, Papa. My notebooks are all covered.
My pencils are sharpened,” says Moses.
“But I think you need a new haircut,” says
Mother. “Your hair is long.”
“But I want a long hair, Mama,” says
Moses.
It is Monday morning. The children are in
the classroom.
“You are all neat and tidy,” says Miss
Lara. “Your uniforms are new. Your hair is well-
combed.”
Then Miss Lara looked at Moses.
“Moses, your hair is nice, but I think it is a bit
long. Will you ask your father to take you to the
barber shop this Saturday?”
“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.”

D. Discussing new Listen to my questions and try to answer them.


concepts and 1. What did Moses do to get ready for
practicing new skills school?
#1 2. Did you do the same?
3. What did Mother say about the hair of
Moses?
4. Did Moses want a haircut? Why not?
5. What did Miss Lara tell the children?
6. What did Moses tell Mr. Cortes?
7. Why did Moses decided to go to the
barbershop that Saturday?

8. What do you think will Mother feel when


he sees the new haircut of Moses?

50
9. What do you think will Miss Lara tell
Moses?

E. Discussing new Let’s go back to the story. Read the underlined


concepts and words and identify if it is related to self, family,
practicing new skills school and community.
#2 (Use the chart below to process pupil’s answer.

Words related to
self family school community

(Use a flashcard for the following words)


Read the words and paste the flashcards in the
right column.

Colors shapes number

five rectangle red


yellow circle one
blue heart
eight four green
triangle

F. Developing mastery Divide the class in Blue Group


(leads to formative three (3) groups and Underline the words
assessment 3) give each group a task in each sentence that
card. are related to self,
family, school,
Ask: What should we community, color,
do/remember in doing shape and numbers.
a group activity? 1. Teacher Jane
is beautiful.
Pink Group 2. I’m studying
Select the word from at Vicente
the box to complete the Oliva, Sr.
sentence. Elementary
School.
two shoes 3. Josh is a
playground Grade II
sister pink pupil.
4. Our Barangay
Captain
reported early
1. My gave
in his office.
me her doll.
5. Jen gave me
2. Mother bought
five marbles.
me a new
.

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 -

H. Making What are the words related to:


generalizations and a. self? d. school? g.
abstraction about the shape
lesson b. family? e. community?
c. color? f. number?

I. Evaluating Learning Encircle the word used in the sentence that is


related to the word at the left.

School 1. MG sharpened her two pencils.


Community 2. My grandma went to the hospital
yesterday
Family 3. My uncle brought me some
imported chocolates.
Self 4. My hands are clean.
Color 5. I gave mama three red roses on
her birthday.

J. Additional activities Use the following words in a sentence.


for application or 1. White dress 4. Heart shaped
remediation balloon
2. Five apples 5. Clean park
3. Loving mother

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.

C. Learning Engage in variety of ways to share information (e.g. role


Competencies/ playing, reporting, summarizing, retelling and show and
Objectives tell)

EN- OL-Ia-e-1.2 (Oral Language) (Study Strategy)


II. CONTENT Engaging in variety of ways to share information (e.g.
role playing, reporting, summarizing, retelling and show
and tell.)

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)

C. Presenting How did we share the information of the story we read


examples/instance yesterday?
s of the new
lesson Say: What we did is we give information out of the story
we read yesterday.

We have a lot of ways to share information. We can


share information through role playing, reporting,
summarizing, retelling and show and tell.

D. Discussing new Discuss and give examples.


concepts and Role playing – is to act out the role of.
practicing new
skills #1 Reporting – a written or spoken description of a
situation, event, etc.

Summarizing – to tell again using fewer words or


reduce the text by selecting the most
important part.

Retelling – to tell the story again especially in a different


way.

Show-and-tell – an act of showing an item to the class


and talk about it.

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)

“Moses, school starts next week,” says Father. “Are


you ready for school?”
“Yes, Papa. My notebooks are all covered. My
pencils are sharpened,” says Moses.
“But I think you need a new haircut,” says Mother.
“Your hair is long.”

“But I want a long hair, Mama,” says Moses.


It is Monday morning. The children are in the
classroom.
“You are all neat and tidy,” says Miss Lara. “Your
uniforms are new. Your hair is well-combed.”
Then Miss Lara looked at Moses. “Moses, your hair
is nice, but I think it is a bit long. Will you ask your father
to take you to the barber shop this Saturday?”
55
“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.”

F. Developing Divide the class into 3 groups.


mastery (leads to
formative Ask: What should you remember in doing group activity?
assessment 3)
(Give the task card to each group. Assist/Guide each
group in preparing their output)

Pink Group: Blue group:


Have a reporting on this first Retell this middle part of
part of the story. the story.

“Moses, school starts next


week,” says Father. “Are you It is Monday morning.
ready for school?” The children are in the
“Yes, Papa. My classroom.
notebooks are all covered. “You are all neat
My pencils are sharpened,” and tidy,” says Miss
says Moses. Lara. “Your uniforms are
“But I think you need a new. Your hair is well-
new haircut,” says Mother. combed.”
“Your hair is long.” Then Miss Lara
“But I want a long hair, looked at Moses.
Mama,” says Moses. “Moses, your hair is
nice, but I think it is a bit
long. Will you ask your
father to take you to the
barber shop this
Saturday?” Green
Group:
Have a role play on this
last part of the story.
“Please cut my
hair, Mr. Cortes,” says
Moses. Miss Lara says it
is nice but long.”
“Yes, Moses,”
(Have the groups present
says Mr. Cortes. “A short
their output).
hair will look neat.”

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.”

- Who can do the retelling on this part of the story?

56
(retelling)
- Who can draw Moses in the barber shop and tell
something about him. (show and tell)

H. Making What are the ways of telling information?


generalizations
and abstraction What are other things you need to remember in giving
about the lesson information?

What will happen if the information we give is not


correct?

I. Evaluating Post and read the story. (Reference: Developing Reading


Learning Power I by CAPILI FERRER CONDEZ LOGUE BAGABALDO
– author/Editor Exercise 23 pp. 106)

One day, Andres met an old man.


“Good morning,” said the old man.
“Good morning sir,” said Andres.
“What can I do for you?”
“Can you tell me where Mr. Reyes’s house is?”
“Yes, sir,” Andres said.
“Come with me.”
I will take you to his house.”
“Thank you,” the old man said.
“You are a good boy.”

(Do this assessment in group activity)


Pink Group – Retell the story

Blue Group- Dramatize/Role Play

Green Group – Draw the characters in the story and tell


something about it.

Rubrics for the Group Activity


5 - Show eagerness and cooperation to do the activity.
Participated actively.
Do his/her part to finish the task before the given
time.
4 - Show eagerness and cooperation to do the activity.
Participated actively.
Do his/her part to finish the task on the given time.
3 - Show eagerness and cooperation to do the activity
Participated actively
but finished the task after the given time.
2 - Task was done but did not show eagerness to
participate and cooperate
to finish the task.
1 - Did not participate the activity
J. Additional Retell the story to your family and friends.
activities for
57
application or
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.
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?

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

2. Recognize sentences and


non-sentences 5 25 % 6-10

3. Give the correct sequence of


events 5 25 % 11-15

4. Use words that are related to


self, family, school, community,
and concepts such as the
names for colors, shapes and 5 25 % 16 - 20
number both in Mother Tongue
and English

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.

A. Sara B. basketball C. red


D. Grade Two E. eight

1. I am .
2. I am years old.
3. I am in .
4. I like to play .
5. I love to use color.

II. Write N if the group of word is a sentence and P if it is a phrase.


6. a bag
7. I have a pet dog.
8. blue shoes
9. She read her new book.
10. Mother cooks our dinner.

III. Arrange the pictures in order by writing 11 – 15 below the picture.

Picture Picture Picture


Picture
of a of an Picture of a
of a
caterpill egg of a of a caterpill
caterpill
ar caterpill butterfly ar
ar
inside ar eating a

60
IV. Match the word in Column A that is related to Column B. Write the letter
on your paper.

Column A Column B

16. Self a. father, mother, brother and sisters

17. Family b. school, park, church and market

18. School c. eyes, hands and legs

19. Community d. red, blue and yellow

20. Color e. teacher, paper, pencil and bag

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

3.What places do you want 2. What gift have you


to see? received during your
birthday? Christmas?
a. ball b. paper bills c. doll
3.Where do you want to go?
a. market b. park c. hospital
C. Presenting Listen as the teacher reads the story “ At the School Yard”
examples by Myrna J. Hipolito
/instances of the
new lesson Learner reads the story.

D. Discussing new Ask the learners to Encircle the correct answer.


concepts and complete the T- Map below ( chart )
practicing new skill
1. Who met Sam?
#1
(a. Pam b. Aunt Pat
c. Bam)

2. Where did Pam and Sam


meet?
(a. park b. school yard
c. garden)

3. Which of these things


Pam received from Aunt
Pat?
a.( bat cap mat )
b.( bag hat shoes) c.
( doll pet pen)

4. Who bought Pam’s new


things?
( a. mom b. dad
c..Aunt Pat)

5. Who told Pam to make a


thank you card?
(a. Aunt Pam b..Sam
c. Pam)

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?

Who told Sam told


Pam to make Pam to give
a thank you Aunt Pat a
card? thank you
card.

How did Pam Pam was


feel about happy
Sam’s ideas? about
Sam’s idea.

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

H. Making Nouns are naming words. They are names of persons,


generalizations animals, places, things, and events.
and abstractions
about the lesson
I. Evaluating learning Encircle the word that does Encircle the correct answer
not belong to the group. for the given picture.
1. a. teacher b. mother
c. monkey d. doctor
1. a. thing
2. a. market b. farm b. animal
c. school d. pen
c. person
3. a. cow b. dog d. place
c. ball c. cat

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

One morning, Pam and Sam met at the school yard.


“Good morning, Sam,” Pam greeted Sam.
“Good morning, Pam,” answered Sam.

Who met

“Oh, you have a new bag,” Said Sam.


“Yes, my Aunt Pat bought it for me,” Pam told Sam.
“She also bought me a red hat to go with my red shoes,” Pam said with pride.

What new things does Pam have?


Who bought Pam’s new things?

“I wonder how I can thank Aunt Pat,”


Pam thought aloud. “Pam, why not make a thank you card for her?” Sam said.

.
What will Pam do to thank Aunt Pat?

“That’s a great idea Sam!


“I’m sure Aunt Pat will be happy.”
“Thank you, Sam,” Pam gratefully said
“You’re welcome, Pam. Good bye.”
‘Good bye, Sam.”

How did Pam feel about Sam’s suggestion?

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.

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 Infer the character feelings and traits.


Competencies/ Retell a story listened to.
Objectives (Write
the LC code for
EN2-OL-c&j-1.1 (Oral Language)
each)
II. CONTENT Literature: Swimmy Values Integration: Teamwork

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

A. Reviewing previous What is noun? Show a picture. Tell


lesson or presenting Give examples of person, whether if it’s a person,
the new lesson place, animal, thing and place, animal, thing and
event? event.

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”

D. Discussing new Ask the following Encircle the correct answer.


concepts and questions: Post the chart on the board.
practicing new skill 1. Who is the character in 1. Who is the character in
#1 the story? the story?
2. What is Swimmy’s (a. Swimmy b. eel c. sea
color? anemones)
3. Where does he live? 2. What is Swimmy’s color?
4. Who did he see one ( a.pink b. black c. brown)
day?
5. What did he feel when
he saw a very hungry
tuna? 3. Where does he live?
6. What did he see under a (a. corner of the sea
rocky corner? b. pond c. aquarium)
7. What did they do
together? 4. Who did he see one day?
(a. giant fish, b. lobster

71
nc. hungry tuna)

8. If you were the little fish,


scare
will you do the same? Why 5. What did Swimmy feel
or Why not? when he saw a very hungry
9. How did Swimmy and tuna?
little fishes drive the hungry (a. scared b. happy
tuna away? c. excited)

6. What did he see under a


rocky corner?
(a. sea anemones
b. school of little fish)

7 What did they do


together?
(a. swim all together to form
a big fish b. play together)

8. If you were the little fish,


will you do the same?
(a. Yes, to drive hungry
tuna away b. No, we will
just hide from the 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

1. Where does the


character lives?
2. What is the name of
the character?
3. How does Swimmy
felt when he saw the
tuna
fish?
and .
4. Who looked like pink
palm trees?

H. Making Characters refer to the


generalizations and people in the story who
abstractions about carry out the actions.
the lesson
Characters can be real or
make believe. They can
also be animals or things.

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

Tuna fish eel 3. picture c. look like


Swimmy of Swimmy little palm
sea anemones tree
school of fish
4. picture of d.hides in
an eel rocks

5. Picture e.little
of tuna fish black fish

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.

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?

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?

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. Performance The learner independently takes turn in sharing inter


Standard and intra personal experiences, ideas, thoughts,
actions and feelings using appropriate words.

C. Learning Recognize the common terms in English relating to


Competencies/ part of book
Objectives (Write the
LC code for each) EN2-BPK-Ib-C-4 (Book & Print Knowledge)
II. CONTENT Parts of the Book
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resources (LR)
portal
B. Other Learning Jump Start Grade II, pp.109-111
Resources
IV. PROCEDURE Advance Learners Average Learners
A. Reviewing Who is Swimmy? Name of the characters in
previous lesson or the story “Swimmy” as the
presenting the new teacher flashes the
lesson
picture.

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.

E. Discussing new Group Work: Name of the Parts of the


concepts and Name the Parts of the Book. Choose your
practicing new Book answer from the box.
skills #2 Provide a book in each
group and let the author spine cover
learners share and Title page table of
identify each part. contents
The teacher will provide a
picture of a book that
contains the Parts of the
Book and let them learner
share and identify each
part.

F. Developing Write the letter of the correct answer.


mastery ( leads to 1. The Philippine Island…10 a. front cover
formative 2. Holds the book together b. title
assessment #3 3. ENGLISH EXPRESSWAYS c. author
4. by Lorenzo del Mundo d. table of
contents
5. front cover of the book e. spine
that is seen outside the
book

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

1. What is the title of the


book?
2. Who is the author?

3. What do you think the


book is all about?

H. Making What are the Parts of the Books?


generalizations The Parts of the Books are book cover, title page,
and abstractions author, table of contents and spine.
about the lesson
I. Evaluating learning Match the word to its meaning.
Column A
Column B

1. Spine a. it is the front and


back cover
2. Author b. list of topics that
enumerate the
contents of book
3. Book cover c. it is the title of the
book
4. Table of contents d. it is the part that
holds the book
together
5. Tittle page e. the person who
wrote the contents of
the book

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.

B. Performance Uses familiar vocabulary to independently express ideas


Standard in speaking activities

C. Learning Differentiate English words from other languages spoken


Competencies/ at home and in school
Objectives (Write
the LC code for EN2-V-Ib-c-01 (Vocabulary)
each)
D. CONTENT Poem” I am a Filipino” by Dali Soriano
Values Integration: Respect for Elders
II. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pp.93-93
pages
2. Learner’s Materials Pp.177-178
pages
3. Textbook pages
4. Additional Materials
from Learning
Resources (LR)
portal
B. Other Learning
Resources
III. PROCEDURE Advance Learners Average Learners
A. Reviewing Guessing Game Show a book, name its
previous lesson or Parts of the Book being part.
presenting the new described / identified.
lesson
B. Establishing a Ask the learners about their features/ characteristics.
purpose for the What can you say about the color of your hair? skin?
lesson eyes?
What are the things you like to eat?
Vocabulary
Have the learners match the pictures with the correct
word.

81
Provide a picture a. respect for elders
of a parent

Provide a picture b. palosebo


of streamers

Provide a picture c. parents


of grandparents

Provide a picture of d. fiesta


kissing the hands
of an elder

Provide a picture of e. adobo


playing palosebo

Provide a picture of f. elders


an adobo

C. Presenting Read aloud the poem” I am a Filipino” by Dali Soriano.


examples /instances Read the poem first, Then let the learners read together.
of the new lesson

D. Discussing new 1. Who is the Filipino/ child in 1. Who is the Filipino/


concepts and the poem? child in the poem?
practicing new skill 2. What is the color of the (a. I b.dog c. papaya)
#1 child’s hair? 2. What is the color of
3. What is the color of the the child’s hair?
child’s skin? ( a. yellow b. black
4. Who is living with the child? c. red)
5. What does the child like to 3. What is the color of
play? the child’s skin?
6. What is the child is favorite ( a. green b. blue
food? c. brown)
7. How does the child show 4. Who is living with the
respect to the elders? child?
8. What can you say about the ( a. family b. friends.
child? c. classmates)
9. How do Filipinos show
5. What does the child
respect to their elders?
like to play?

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.

F. Developing mastery Get a partner and complete Get a partner and


(leads to formative the web. Then report your complete the chart.
assessment #3 work to the class. Teacher’s guidance.

Name of
partner:

What he/she like to


eat?

What does he/ she


loves to like?

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

I. Evaluating learning Check the characteristics of a Filipino.


1. respectful
2. show respect through beso beso
3. black hair
4. white skin
5. likes to eat adobo

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.

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.

I play Filipino games-


Sipa, taguan, palosebo.
I love Filipino food.
My favorite is abodo.
I kiss the hands of my elders
To say goodbye or hello.
This makes me a Filipino.
Polite, respectful and true.
85
86
SUMMATIVE TEST
GRADE 2 - ENGLISH
FIRST QUARTER – WEEK 3

TABLE OF SPECIFICATION

No. of Placement
Percentage No. of
Objectives Days of
(%) Items
Taught Test

Talk about one’s environment


( e.g. persons animals, place,
1 30 6 1-6
things, events)

Infer the character’s feelings


and traits.
1 20 4 7-10
Retell a story listened to

Recognize the common


terms in English relating to 1 25 5 11-15
parts of a book

Differentiate English words


from other languages spoken
1 25 5 16-20
at home and in school

TOTAL 4 100% 20

87
I. Encircle the correct noun for the given picture.

1. a. event b. animal c. person

2. a. thing b. place c. event

3. a. person b. event c. place

4. a. animal b. event c. person

5. a. person b. place c. thing

6. a. event b. animal c. thing

II. Describe the feelings in the given situations:


7. A very hungry tuna fish swallowed all the little red fish.
Tuna fish is (a. sad b. happy c. bad)

8. Swimmy escaped when he saw a bad hungry fish.


Swimmy is (a. scared b. happy c. kind)

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.

11. Is the part that holds the book.


a. spine b. table of contents c. title page
12. The person who wrote the content of the book.
a. book cover b. author c. spine
13. It is the front and back cover of the book that is seen outside the book.
a. table of contents b. author c. book cover
14. List of topics that enumerate the contents of the book.
a. spine b. table of contents c. author
15. It is the title of the book. It tells what the book is all about.
a. title page b. spine c. author

IV. Read the sentences carefully and encircle the correct.

16. Filipinos have a ( a. black b. brown c. white ) skin.


17. Love to play (a. palosebo b. golf c. skiing)
18. She likes to eat (a. pancit b. adobo c. banana)
19. Filipinos love to (a. kiss the hands of the elders
b. makes beso beso c. hug)
20. Filipinos have (a. brown b. white c. black) hair.

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

B. Performance The learner (1)correctly presents text elements through


Standard simple organizers to make inferences, predictions and
conclusions and (2)uses information from theme-based
activities as guide for decision making and following
instructions

C. Learning Listen to a variety of media including books, audiotapes


Competencies/ videos and other age-appropriate publications and (a) identify
Objectives cause and effect of events and (b) identify the problem and
solution

EN2-LC-Ia-j-1.1. d & i. (Listening Comprehension)

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.

FIVE LITTLE MONKEYS JUMPING ON THE BED

Five little monkeys jumping on the bed


One fell off and bumped his head
Mama called the doctor
And the doctor said
No more monkeys jumping on the bed

Four little monkeys jumping on the bed


One fell off and bumped his head
Mama called the doctor
And the doctor said,
No more monkeys jumping on the bed

Three little monkeys jumping on the


bed One fell off and bumped his head
Mama called the doctor
And the doctor said,
No more monkeys jumping on the bed

Two little monkeys jumping on the bed


One fell off and bumped his head
Mama called the doctor
And the doctor said,
No more monkeys jumping on the bed

One little monkey jumping on the bed


One fell off and bumped his head
Mama called the doctor
And the doctor said,
Put those monkeys right to the be d *The pictures used are screenshots of the video from Dave & Ava:
Five Little Monkeys Jumping on the Bed retrieved from
Youtube.com

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: What did the monkeys do on the bed?


(Answer: They were jumping on the bed)
Ask: What happened to the monkeys?
(Answer: One by one they fell off and bumped their heads)

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)

Note: This should be done orally to practice listening


comprehension. Fragment answers from pupils should be
reiterated by the teacher in complete sentence.

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

CAUSE is the reason why something happened. In identifying the cause,


you ask yourself: “What happened first? Why did something happen?” For
example, ask yourself “Why did the little monkeys fall off the bed and bump
their heads?” Then investigate in the song what happened first, what the
little monkeys did before they fell off and bumped their heads.

EFFECT is the result of something that happened. In identifying the cause,


you ask yourself: “What happened second? What was the result?” For
example, ask yourself “What happened next when the little monkeys were
jumping on the bed?” then investigate in the song what happened next, what
happened to the little monkeys when they were jumping on the bed.

pupils express their ideas. Explain if they cannot).


Say: The doctor advised that little monkeys should stop
jumping on the bed because they fell off the bed and bumped
their heads. The problem was that the five little monkeys got
hurt, and the solution was to advise the little monkeys not to
jump on the bed again. (Write on the board PROBLEM and
SOLUTION).
Can you explain to me what problem and solution mean?
(Let the pupils express their ideas).

PROBLEM is the difficult situation or difficulty of the person. In identifying the


problem, you ask yourself: “What is the problem? What situation is not good?”
For example, ask “What is the problem of the little monkeys or the mother
monkey?” then investigate in the song what happened that makes the
characters difficult.

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.

Note: Do these orally. Pictures can be shown again to aid the


average learners.

D. Discussing new ACTIVITY 1


concepts and
practicing new skills
#1 Directions: Tell what is the cause and after which tell the
effect in the information heard.
1. Mary is happy because I gave her chocolates.
2. Matt shouted when he saw a rat.

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

Note: Do these orally. Pictures can be shown to aid the


average and struggling learners.

E. Discussing new ACTIVITY 2


concepts and
practicing new Directions: Tell what is the problem and solution in the
skills # 2 information heard.
1. John had a headache so he took a medicine.
2. I asked help from teacher because I cannot read.
3. Let us plant trees to avoid floods and landslides.
4. Buy an alarm clock because you wake up late.
5. The school feeding program helps severely wasted
children.
Note: Do these orally. Pictures can be shown to aid the
average and struggling learners.

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

Flowers in the school died because it was very hot.


Jenny studied every night so she got high scores in the tests.
B. Identify the problems and solutions in the
selection read by the teacher. Listen carefully and
write your answers on your paper.

We experience floods because of too much cutting of trees.


It is so hot these days so our teacher advised to bring
fan.
Note: The teacher can bridge the gap (translate difficult
words) or give a printed copy to aid the struggling learners.
95
G. Finding practical Ask: What will happen if you sleep late at night?
application of
concepts and skills in Expected answer: I will wake up late (That’s the effect. The
daily living cause is sleeping late at night)

Ask: What will you do if you do not know how to read?


Expected answer: I will ask help from teacher or parent.
(That is the solution. The problem is not knowing how to read)

Say: Give example situation that shows cause and effect,


and problem and solution.

H. Making Guide pupils to understand cause and effect, problem and


generalizations and solution.
abstractions about
the lesson
CAUSE is the reason why something happened.
EFFECT is the result of something that happened.
PROBLEM is the difficult situation or difficulty of the person.
SOLUTION is the way of resolving the problem.

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.

(Post these choices on the


board. Give time for pupils to
I feel read and choose)
I got sleepy
sick in
school I got
I am
I am high
sad
hungry grades

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.

PROBLEMS (teacher’s copy


only) B. Match up the
problem and
1. The doctor said,
solution. Choose the
“John is not healthy.”
correct solution of
2. My tooth is aching.
each problem that
3. I don’t know how to
the teacher will read.
read some words.
4. I get low scores in
tests.
5. The weather is too
cold.

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.

Post these choices on the


board. Give time for pupils to
Eat read and choose)
Wear
jacket fruits
and Ask
help Go to
vegetab Study
from the
les hard
teacher dentist

Wear Eat
jacket fruits
and
vegetab
les

J. Additional activities
for application or
remediation
V. REMARKS

VI. REFLECTION

98
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?

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

A. Content Standard The learner demonstrates understanding about the


concepts about print

B. Performance Standard The learner correctly identifies book parts and follows
reading conventions

C. Learning Recognize proper eye movement skills (transfer skills)


Competency/Objectives (a) left to right, (b) top to bottom, and (c) return sweep
Write the LC code for each.
EN2-BPK-Id-e-5 (Book & Print Knowledge)

II. CONTENT Recognizing proper eye movement

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 Resource Storybook from Adarna House (DepEd property)

IV.PROCEDURES Advanced Learners Average Learners


A. Reviewing previous
lesson or presenting the NOTE: The teacher can use any English big books,
new lesson previously read stories, or any Grade 2 story printed in
a big-sized paper, enough to be seen by the pupils at
the back. In this DLP, the story “Isang Mayang Uhaw”
or “One Thirsty Sparrow” by Victoria Añonuevo is used
as a sample. Its original storybook has English
translation which is featured in this DLP.

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:

Front Cover Title Page Back Cover

Author: Victoria Añonuevo


Illustrator: Jimmy Torres
We carefully flip the pages from left to right

UNLOCKING OF DIFFICULTIES
Before we read, let us find the meaning of these
words: thirsty, pebbles, brim, hawk, hornbill, egret,
rail, sparrow, receded

The teacher may show pictures, use dictionary or use


context clues to unlock the difficult words.

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)

B. Establishing a purpose for


the lesson MOTIVE QUESTION
Ask: How can the sparrow drink from a glass with little
water?

C. Presenting Say: Let us find that


examples/Instances of the out in the story that I
new lesson am going to read to
you. (Post on the
board the title of the
story)

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).

Lastly, answer comprehension questions including the


motive question.
1. Which birds drank water from the glass?

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?

E. Discussing new concepts


and practicing new skills Ask the following:
#2 1. When we read the story, on what word did we
start?

Once, there was a glass of water


and five very thirsty birds.

Answer: from the word “once”.

2. When we read, to what direction do our eyes


move?
Answer: to the right

3. When we read two or more lines of words,


which should we read first? Which should we
read next? Which should we read last?

Hawk was the


first to drink and
the water in the
glass receded

Answer: the top, the next lines, and the bottom

4. When we reach the end of the sentence, which


should we read next? (example, which should
we read next after the “the” on the first line) To
what direction do our eyes return sweep?

Answer: read the next line; read the “first” next;


back to the left.

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:

Hornbill was the second to drink and the water


in the glass receded

Egret was the third to drink


and the water
in the glass receded.

Rail was the


fourth to drink
and the water
in the glass receded.

Sparrow was the


fifth to drink
but there was very
little water
left in the glass.

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.

The teacher can also present pictures that can be seen


outside like billboards, signage, etc. Ask the pupils to
read.

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.

Answer: from left to right, Ask: How do we read


top to bottom, return sweep the phrases, sentences
or prints?

Answer: from left to


right, top to bottom, and
return sweep

I. Evaluating learning Directions: Read the texts on the board and answer
the questions that follow.

Do to others what you want


others do to you.

Do not
do to others
what you do not want others
do to you.

1. What is the word next to “Do to others”?


2. What is the phrase to read next after the last
word “you”?
3. What is the word before “Do not”? (first phrase
in the second sentence)
4. On which word should start?
5. On which word should you end?
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
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

A. Content Standard The learner demonstrates (1) understanding of English words


used to communicate inter- and intrapersonal experiences,
ideas, thoughts, actions and feelings; (2) understanding of
information heard to make meaningful decisions.

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.

C. Learning Competency/ Listen to a variety of media including books, audiotapes videos


Objectives and other age-appropriate publications and identify the
(Write the LC code for speaker in the story or poem
each)
EN2-LC-Ie-1.1 (Listening Comprehension)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages English for You and Me 2, page 29
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resource Printed pictures, stories, poems, video clips
IV. PROCEDURES Advanced Learners Average Learners

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?

*Source: Screenshots of the video from Mark Kulek’s


All: Goodbye! “Introduce Yourself/Talk About Yourself/Ask About What
Others Like/English Speaking Practice” - Youtube.com

Suggested activity: You may play the video via source


B. Establishing a purpose for Motivate pupils to learn using this information.
the lesson
Say: Now, you are going to say something about what each
picture tells. Call individual pupil to read the dialogue through
pictures.

Ask: Who said, “I like reading books”?


(One pupil will give his/her answer pointing out to the one in the
picture who said that line.)
Ask: Who said, “I like golfing “?
(Another pupil will give his/her answer)

Ask: Who said, “I’m a clown in my free time”?


(Another pupil will give his/her answer)

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

A speaker is the person


who is telling you the
story

Let’s Review

1st Person: 3rd Person:

The main character


The story will
is told
tell by
youanhis
“outside
or her narrator”,
story or someone who is not in the story

Let’s Review

1st Person:

The main character will


When I arrived at school, I went straight down to the cafeteria to say hello to all of my friends. I knew they would
use “I” or “me” to tell you his or her story

Let’s Review

3rd Person:

A speaker will tell the


story using “he” or “she” to refer to the main character
Tom walked straight down to the cafeteria as soon as he got to school. He was excited to share with his friends how he scored the winn

Note: You may use chart with pictures or PowerPoint Presentation.

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

Identify the narrator/speaker of each story.


1. I am a small animal that is related to lions and tigers.
I am often kept by people as a pet. I cry “meow” when
I am hungry, cold or scared.
What am I?

2. I am an instrument that you use for writing. I have an


eraser in case you write down something wrong. What
am I?

3. I am something that you wear on your feet and do


come as a pair. I can be shined so I look new all the
time. I am not slippers nor socks. What am I?

E. Discussing new concepts


and practicing new skills 1. Group Activity
#2 Group pupils into 3. Each group will be given an activity sheet.

Group I (Advanced learners)

Read the selection. Answer the questions below.

Vic, Manny, and Tito were having conversation one


afternoon.
Vic said, “I have a top, a ball, a fire truck, and a bicycle. I
keep my toys after playing with them. I put them in my toy
cabinet.”
Manny said, “I don’t have toys. I have a pet. My pet is a
dog.
I feed my pet every day.”
110
Tito said, “I don’t have toys, but I have a vegetable garden.
I water the plants every morning.”

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?

Source: English for You and Me 2 (Think and Read), page 29

Group 2 (Average learners)

Read each paragraph/sentence/short dialog in a story. Identify


the speaker. Write it on the blank provided.
1. “Oh no! I lost my wallet.” Cried Kris.
2. Tina said, “I love eating ice cream.”
3. My name is Jam. I live in Cataingan, Masbate. I’m
a grade 2 pupil.

2. Presentation of group output

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

Copyright 2016:http://www.biglearners.com. All rights reserved.


G. Finding practical Think about your favorite animal, or a pet that you love.
application of concepts Tell a story with the pet as the narrator.
and skills in daily living
H. Making generalizations How do you identify the speaker in a story or poem?
and abstractions about
the lesson
I. Evaluating learning Listen carefully as I read each short story/part of the story.
Identify the speaker or narrator. Write only the letter of your
choice.

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.

Hi, I’m Tracie. I love gardening


with my brother, Ken. We water
2. . our plants every day.

A. Ken B. Tracie C. Casie

My name is Carlo. I used to play


3. basketball during my free time
with my playmates, Jim and
Josh.

A. Josh B. Carlo C. Jim

4. I am small but many people are scared at me because of


my sting. I am always busy working just to make honey.

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.

THE LION AND THE FOX


The lion saw the fox. He wanted to eat the fox.
The fox said, “There is a lion bigger than you.”
No one is bigger than me,” said the lion. “I’m going to kill
him. Where is he?”
The fox brought the lion to a well. The water was very clear.
The lion looked into the well. He saw his image in the water.
It was big. The lion jumped into the well. He could not get out.
That was the end of the king of the forest.

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

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?

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

B. Performance The learner uses common vocabulary to


Standard independently express ideas in speaking activities

C. Learning Identify the English equivalent of words in the


Competency/ Mother Tongue or in Filipino
Objectives
EN2-VD-Id-e-1 (Vocabulary Development)

II. CONTENT Identifying English equivalent of words


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 Resource Chart/tarpapel, printed pictures

IV. PROCEDURES Advanced Learners Average Learners


A. Reviewing previous Teacher says: Do you know the song “Bahay
lesson or presenting the Kubo”? I will teach you its English version. Listen
new lesson as I read the lyrics/words of the song.

“NIPA HUT”

Nipa hut, even though it’s small,


The plants that grow around it are varied:
Turnip and eggplant, winged bean and peanut,
String bean, hyacinth bean, lima bean.

Wax gourd, sponge gourd, white squash and


pumpkin,
And there’s also radish, mustard,
Onion, tomato,
garlic and ginger Source: www.mamalisa.com
And all around are
sesame seeds.

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.

C. Presenting Teacher picks one vegetable from the song and


examples/Instances of makes a riddle about it.
the new lesson Example: I am round. I may be white or violet.
I can make you cry even if you’re not
sad.
What am I?
Teacher helps pupils make other riddles by
selecting one vegetable from the song and let them
say its name in the Mother Tongue or in Filipino.

Note: Teacher should use pictures of each


vegetable to help pupils make a riddle.

D. Discussing new concepts ACTIVITY 1


and practicing new skills Show pictures of the following and let them tell its
#1 name and the corresponding term in the Mother
Tongue or in Filipino.
1. cat 6. flower
2. dog 7. car
3. ball 8. table
4. pillow 9. fish
5. cup 10. Bottle
E. Discussing new concepts ACTIVITY 2
and practicing new skills Read these numbers and identify its name in the
#2 Mother Tongue or in Filipino.
1. twenty
2. five
3. eight
4. ten
5. forty
F. Developing mastery ACTIVITY 3
(leads to Formative Identify the English equivalent of words in Filipino
Assessment 3) by matching A and B

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

Recognize proper eye movement skills


(transfer skills) (a) left to right, (b) top
to bottom, and (c) return sweep 5 25 % 11-15

Listen to a variety of media including


books, audiotapes videos and other
age-appropriate publications and 5 25 % 16-20
identify the speaker in the story or
poem

Identify the English equivalent of words


in the Mother Tongue or in Filipino 5 25 % 16 - 20

Total 20 100 %

117
A. Match the cause and effect. Choose the correct effect of
each cause that the teacher will read.

Post these choices on the board.

A.The baby C.I got high


cried
B.I am sad D.It flooded E.I feel sleepy
grades in school

CAUSES (teacher’s copy only)


1. I study the lessons every day.
2. It rained for three days.
3. The baby is hungry.
4. I slept late last night.
5. My father left home.

B. Match the problem and solution. Choose the correct solution


of each problem that the teacher will read.

Post these choices on the board.

D.Dry the clothes


A.Read B.Ask the C.Go to the E.Eat fruits and
books teacher dentist vegetables

PROBLEMS (teacher’s copy only)


6. The doctor said, “John lacks nutrients.”
7. My tooth hurts.
8. Jane did not understand the lesson.
9. I want to learn more.
10. Our shirts are still wet.

118
C. Read the text on the board and answer the questions that follow.

God gave us talent,


use it well.

11. What word should we read first?


12. What word is next to “talent”?
13. What word comes before “use”?
14. What word should we end reading?
15. To what direction do our eyes move when reading?

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.

18. Jan is a kind boy in our class. He shares his snacks.

19. Today is a beautiful day. I felt more pleasant when I entered the classroom
hearing the pupils, “Good morning, Mrs. Cruz.”

20. When the teacher is away


the children play.
Singing with one another,
acting like a singer.
But when the teacher is back
everyone’s mouth is shut

E. Identify the English equivalent of words in Filipino (or


Mother tongue). Choose your answer from the box below.

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)

B. Performance The learners should be able to recognize the different


Standard kinds of sentences (Declarative and Interrogative)

C. Learning Recognized the differences between declarative and


Competency/ Interrogative sentence.
Objectives
EN2-G-Id-e-1.3 (Grammar)

II. CONTENT Recognizing declarative and interrogative sentences.


Values Integration: Importance of self-hygiene
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide English 2 TG pp 225-227 and pp 246-246
pages
2. Learner’s Materials English 2 pp 426-429
pages
3. Textbook pages English 2 Textbook 459-463
4. Additional
Materials from
Learning Resource
(LR)portal
B. Other Learning Word cards, printed pictures, google, youtube videos
Resource
IV. PROCEDURES Advanced Learners Average Learners
A. Reviewing previous Ask: what do you usually do early in the morning?
lesson or presenting Sing the song “this is the way” with the pupils.
the new lesson Encourage them to stand and sing with action.

This is the way we wash our face,


wash our face, wash our face.
This is the way we wash our face.
Early in the morning.

This is the way we comb our hair,


comb our hair, comb our hair.
This is the way we comb our hair.
Early in the morning.

This is the way we brush our teeth,


brush our teeth, brush our teeth.

120
This is the way we brush our teeth.
Early in the morning.

Let the pupils read the words in a flash cards.


Brush Comb Wash

Ask:
 What do you mean by brush and wash?
 Do you brush your teeth every day?
 Do you wash your hands often?

Make them use brush and wash in a sentence


orally

Present pictures with sentences that tells about


them.
Example:
(Note: Please provide pictures of the following.)
 Aliyah is brushing her teeth.
Yam-yam is washing his hands.
 Beyu is taking a bath.

Ask:: ( post the questions on the board.)

 What does Aliya use to clean her teeth?


 Why does Yam-yam wash his hand?
 Who is taking a bath?
Ask: It is important to clean ourselves? Why?
((Note: do this orally )

(note: guide them in composing the sentence correctly.)


B. Establishing a purpose
for the lesson Organize the sentences in column A and Colum B. Read
the sentences aloud. Make them recognize the sentences
that ask and sentences that state something.

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?

Say: The sentence that asks a question is called


Interrogative sentence.
The sentence that states or says something is called
declarative.

121
 Post interrogative sentence and declarative
sentence on the board.

Note: Do these orally. Read the sentence aloud and elaborate to


aid the average and struggling learners.
C. Presenting Let the learners read the meaning.
examples/Instances of The teacher will explain and present examples.
the new lesson
A declarative sentence – is a sentence that tells about
something and ends with a period(.).

Example:
Marie is clapping her hands.
Dino is jumping high.
Mother goes to the market.

An Interrogative sentence – is a sentence that asks a


question. It uses question words like who, what,
where, how, when, and why and it ends with a
question mark (?).

Example:
Where do you live?
When is your birthday?
Who is your friend?

(Notes: Teacher may provide the sentence. Read the sentence


orally and let them repeat after you to aid the average
learners.)
D. Discussing new
concepts and Activity 1
practicing new skills # Let the learners enjoy the activity by clapping their
1 hands once when they hear a sentence that asks and
clap twice when it’s not.
(note: sentences can also be posted on the board for the
learners to read aloud and do the activity at the same time.)

1. Where is your mother?


2. My mother went to the market.
3. What is your favorite color?
4. My favorite color is blue.
5. What is your pet’s name?
6. My pets’ name is Minie.

E. Discussing new Activity 2


concepts and Listen carefully and write the correct punctuation
practicing new skills # mark to be used in each sentence. Write your answers
2 on your “show me board”.

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.)

Example: Pupil 1: What is your name?


Pupil 2: My name is .
Who is your mother?
My mother is .
Where do you live?
I live in .

G. Finding practical Go back to the pictures showing personal hygiene.


application of concepts
and skills in daily living Ask: What are the things that you’re going to do after you
eat?
What are you going to do before going to school?
Are you going to teach your little sister/brother how
to clean themselves?

H. Making generalizations Ask:


and abstractions about Class, what are the different kinds of sentences
the lesson that you learned today?
What do you call the sentences that ask questions?
What kind of sentence that tells something?
What are the punctuation mark used?
How does a sentence usually start with?
Note that every sentence always begins with a
capital letter
I. Evaluating learning Direction: Read the short Direction: Draw a if the
selection; write all the sentence is interrogative
interrogative sentences and draw a if the
inside the square and all the sentence is declarative.
declarative sentences
inside the circle.
1. I wash my hands.
Fairy dear, fly up and away.
Who are you anyway? 2. Where is my
Bubbly bee wander around toothbrush?
the tree.
How does she fly freely? 3. She brushed her
Lovely fluffy rainbow above teeth.
me. 4. What is your name?
Will you come down here
quickly? 5. My name is Marie.
Fairy dear, I love you every
day. 6. Why are you happy?

123
7. I am very happy.

8. When is your
birthday?
9. My sister keeps her
bed.
10. How did you do that?

J. Additional activities for


application or Write 5 examples of Write U if the sentence is
remediation declarative sentences and 5 declarative and write I if the
interrogative sentences. sentence is interrogative.
1. Where is my
mother?
2. Mother cook
fish.
3. The flower is
red.
4. Who is your
father?
5. I love father
God.

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.

C. Learning Predict Possible outcome of a story/events.


Competency/Objectives
EN2-OL -Ia-f-1.1(Oral Language)
II. CONTENT Values Integration: Importance of health
Predicting outcomes
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 Resource Pictures, Tarpapel, Word cards, google
IV. PROCEDURES Advanced Learners Average Learners
A. Reviewing previous lesson
or presenting the new MOTIVATION QUESTION
lesson Say: Good morning children! Today you are going
to listen to a story.
But before that, I am going to ask you
something… what are the things you love to
do?
What are the foods you love to eat?

Note: Let the learners share their thoughts and experiences


as well.
B. Establishing a purpose for Show pictures of children playing and a child eating
the lesson yummy foods.
 Let them say something about the picture.
 Make them read the following words.
play yummy

Ask: What does play and yummy means?


Who can you use it in a sentence?

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.

Good (morning/ afternoon)! Today, the story that you


are about to hear is about the little girl called Ali. Let
us find out what Ali loves to do. What are the foods
she loves to eat?

Once upon a time, there was a little girl


named Ali, she was five years old. All she does is play
all day.
She’s not fond of taking an afternoon nap, and she
doesn’t like eating healthy foods.
Mama only wants Ali to eat fruits and
vegetables to make her healthy, but Ali doesn’t like
those kinds of foods.
When mother gives Ali a glass of milk before she goes
to sleep, she always refuses.
” I like soda much better mama.” Said Ali. Mama is
sad she sighs and shook her head.
At night, Ali sneaks out of bed and eats plenty of
chocolates. “ Hmmmn.. Yummy!” said Ali as she
smiles happily.
One day, mother told Ali to stay inside the
house. “No play for today Ali.”
“Look at the dark clouds in the sky, there’s a huge
rain coming!” Ali looks at her mother with a hesitant
face. A minute later, when mama goes to the kitchen,
Ali sneaks out and plays under the rain.

Note: say the meaning of each difficult words.


D. Discussing new concepts
and practicing new skills # 1 After the teacher read the story, ask the pupils to read
it by themselves (as time permits).
Ask the following questions about the story heard.
1. Who is the little girl in the story?
2. What does she love to do all day?
3. Does she like to eat healthy foods?
4. Why does mother want Ali to eat fruits and
vegetables?
5. What do you think will happen to her if she
doesn’t eat healthy foods?
6. Why does mother doesn’t want her to play
under the rain?

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.

Directions: Predict the possible outcome.

1. A kid studying hard. (graduates)


2. Some kids are wearing swimsuits. (go swimming)
3. Mother prepares food for dinner. (they eat)
4. The clouds are gray. (it rain)
5. A sleepy child. (goes to bed}

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?

(please provide picture of a child caught under the rain)

a. Miguel will feel happy?


b. Miguel will get wet?
c. Miguel will stay under the rain.

2. Vina was ready for the dance show, she had


practiced the dance step very well, she smiled
as she comes out on the stage then Vina
.

(Please provide picture of boy and girl dancing.)

a. Forgot all the dance steps


b. She danced very well
c. Backed out.
G. Finding practical application Say, Class I will group you into 3. Each group will
of concepts and skills in be
daily living Given an activity card. Inside the activity card are
the
activities that you will do.

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)

Directions: look at each picture. Read the sentence.


Box the sentence that tells what the owl will do next.

(Please provide picture of an owl with food)


1. The owl will eat
The owl will jump
The owl will fall

(show picture of an owl ready to sleep)


2. The owl will run
The owl will sleep
The owl will swim

(show picture of an owl ready to swim)


3. The owl will sing
The owl will swim
The owl will dance

Group 2 (let us draw)


Directions: Draw what you think would happen next.

1. (Show picture of a watered plant and let them


draw the outcome in the other box.)

2. (Show a picture of a dark cloud and make them


draw what will happen next.)

(source: https://images.search.yahoo.com)

Group 3 (Write it down)


Directions: Read the situation. Write two possible
events
that tells what the boys will do next.

Write your answers inside the heart.

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

(Possible answers; event 1-cook the fish, event 2 -sell the


fish.)

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?

Answer: We can predict (show sample pictures,


outcome by using the recall the story /event
events that happened in again and the possible
story. Predicting outcome.)
possible outcome means
thinking of what will
happen next. We may
also use situation from Answer: We can predict
our own experiences. outcomes by using the
events that happened in
(May go back to the story. We may also use
story and recall the situation from our own
possible outcomes that experiences.
they said earlier.)

I. Evaluating learning Direction: Read each event, predict a possible


outcome. Encircle the correct answer.
1. The boy was playing matches in the backyard. His
father saw him.
a. Father play with him.
b. Father get the matches from him
c. Father just look at him
d. Father is happy seeing him.

2. Remon tells a joke to his friends.


a. And they laugh
b. And they cry
c. And his friends get mad
d. And they went home

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

4. Ali studied her lessons very well.

a. Ali failed in her exams.


b. Ali got high scores in her exams.
c. Ali skip classes
d. Ali got low grades on her report card.

5. Sol is hungry, she loves sweets than, salty foods.


Mother make her choose a cake or chicken sandwich
for snacks.
a. Sol eats the chicken sandwich
b. Sol goes to bed
c. Sol throws all the food.
d. Sol eats the cake.

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?

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.

B. Performance Standard The learner uses information derived from text in


presenting varied oral and written activities.

C. Learning Relate information and events in a selection to life


Competency/Objectives experiences and vice versa.
Use the different Wh-questions appropriately.

EN2-LC-Id-e-1.2 (Listening Comprehension)

II. CONTENT Using Wh-questions correctly

Values Integration: Showing friendship and love for


others
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide ENGLISH 2 pp.58-59
pages
2. Learner’s Materials ENGLISH 2 pp.99
pages
3. Textbook pages ENGLISH 2 pp.99
4. Additional Materials
from Learning ENGLISH 2
Resource (LR) portal LISTENING COMPREHENSION
Learning Competency code: Id-e-1.2
B. Other Learning Resource Google, printed pictures

IV. PROCEDURES Advanced Learners Average Learners


A. Reviewing previous
lesson or presenting the MOTIVATION QUESTION
new lesson
Ask: Do you have a friend in school?
Who is he/she?
Have you played with your new friend?
(let the pupils express themselves)

Show the question wall and ask the pupil to write as


many questions they want to ask about a person,
place, event and time.
QUESTION
WALL

133
B. Establishing a purpose
for the lesson Explain the use of Wh-questions to learn more
about people.

Call one pupil and ask him/her the following


questions.

Ask: What is your favorite show?


Who is your bestfriend?
Where will you spend your summer vacation?

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.

sitting, rang, alone, excited, went, favorite.

Say: Listen carefully as I read to you the story and try


to find out the answer to the following questions.
Who are the characters of the story?
Who is Maria’s new friend?
Where do Diana sit?
When do they plan to play?

(Post the story on the board)

Befriending Others

Maria is new from school, she has no friends.


When the bell rang for a recess she saw her one
classmate sitting all alone on her desk. Maria went
near her and said, Hi! classmate my name is Maria
Can we be friends? The girl stood up and said,” My
name is Diana,Yes, I am happy to be your new
friend”.The two girls were so excited and went to the
canteen to have their recess. They ate their favorite
snacks together and they planned to play after class.

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

Formulate Wh- Make a dialogue with


questions based on classmate and choose a
the given answers. leader who will ask using
Wh-questions.
1. Rodrigo Duterte
2. Masbate City 1. Who is our
3. December 25 classroom
4. Dog President?
5. Spaghetti 2. What school are
you in?
3. When will be your
birthday?
4. Where do you buy
food during recess
time.
5. What is your
favorite color?
F. Developing mastery
(leads to Formative Say: We will have a game, it is called a “Ball Relay
Assessment 3) Game” When you hear the music plays you will
pass the ball to your seatmate. When you hear the
music stops, the last one holding the ball will get
the Wh-questions attached to it and answer the
question.

(Here are the following questions attached to the


ball)

1. What is your name?


2. What is your favorite color?
3. Who is your best friend?
4. Where will you spend your summer vacation?
5. When is your birthday?
6. What day is today?
7. Who is our national hero?
8. Where do you live?
9. Who is your teacher?
10. When will be our cards day?

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?

If you want to know the house of your best friend what


will you do?

135
If you want know the answer to your questions
towards to your parents what will you do?

SAY: By asking questions you will use the Wh-


questions to guide your answers correctly :

Who is used when asking about a person.


What is used when asking for information
about something.
When is used when asking about time/date.
Where is used when asking about the place.

H. Making generalizations Ask:


and abstractions about If you want some questions, how will you get the
the lesson answer?

Expected answer:
By asking questions you will get the answers.

I. Evaluating learning Give the appropriate Wh - questions out of the given


answers.

J. Additional activities for


application or Write 5 questions using Wh-questions and answer
remediation them.

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.

C. Learning Give the main idea of the story listened to.


Competency/Objectives

EN2-LC - Ic 1.1 (Listening Comprehension)


II. CONTENT Giving the Main Idea
Values Integration: Being Industrious
III. LEARNING
RESOURCES
C. References
1. Teacher’s Guide English 2 pp 49-50
pages
2. Learner’s Materials English 2 pp 69-73
pages
3. Textbook pages English 2 pp 412-413
4. Additional Materials
from Learning
Resource (LR)portal Strips of cartolina, Tarpapel, Chart
D. Other Learning Resource Google, printed pictures
IV. PROCEDURES Advanced Learners Average Learners

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.

Ask: What can you say about the picture?


Why they are doing it?
What kind of children are they?

C. Presenting
examples/Instances of
the new lesson Listen to your teacher as he / she reads the story.
(Using big book/slides show)

“MARY AND MARTHA ON DUTY”

Mary and Martha are on class duty today. Mary


sweeps the floor. She throws all the garbage into the
trash bin. After that, she empties the trash bin into the
big garbage can outside the classroom. Martha wipes
the desk.
She wipes the blackboard. The two girls neatly
arrange all the desk and chairs. The classroom is now
clean and tidy.
Mary and Martha are very happy and proud of
themselves.

139
D. Discussing new
concepts and practicing
new skills # 1 Ask: What is the story about?
Who are the characters of the story?

What did Mary do?


What did Martha do?
What can you say about Mary and Martha?
Would you also do what Mary and Martha did? Why?

E. Discussing new
concepts and practicing
new skills # 2 Group Work Activity: (Refer to English LM p.72)

Say: Each group will act out the following scenes:

140
F. Developing mastery
(leads to Formative
Assessment 3) Read the sentences. Choose the letter that gives the
main idea.

1. The children are sweeping the floor.


a. cleaning time b. eating time c. play time
2. The girl is holding a book.
a. time to play b. time to read c. time to bed
3. Dindo eat his favorite snacks during recess time.
a. Playing b. eating c. studying
4. Dela Cruz family wakes up early. They prepare
their clothes because they will go to the beach.
a. They will go for swimming b. They will go
there for dancing c. They will go to
church
5. FatherAdvanced
cleans the car because they Average
plan to watch
“Iron Man”.
Children piling up the Children arrange the
a. going on a picnic b. watching a movie
books in the bookshelves chairs and erase the
c. cleaning the car
and sweep the floor. writings on the
G. Finding practical blackboard.
Direction: Listen to the short story .Choose the
application of concepts letter that gives the main idea.
and skills in daily living
My mom goes to the market everyday. She buys
fish, vegetables, meat, and fruits from the
vendors. She loves to go to the market to buy our
food. She goes home happy to cook our meals

Ask:
What is the main idea of the story?

a. Our meals b. vendors in the market


c. Mom’s day in the market

H. Making generalizations Ask: What is main idea?


and abstractions about
the lesson Where can you find the main idea of the story?

Expected answer: The main idea is found in the first


paragraph of the story.
The main idea tells what the story is all about.

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.

2. Glenda washed the


clothes this
morning. She was
very glad because
the sun was
shining. Glenda
wanted the sun to
shine all day long.
The clothes dried
fast and they
smelled good.

3. Books are our


good friends.
They make us
bright. They tell
different stories.
Others teach us
about many things
in the world.
Books last long if
we take good care
of them. We
should not tear
their pages. We
should not write
on their pages,
too.

142
J. Additional activities for Read the paragraph.
application or Underline the letter that
remediation gives the main idea.

1. Conrad’s hair is too


long. His teacher
told him that he
needed a haircut.
Conrad went to his
mom because he
would like to go to
his barber. He
asked for money
and then he went
out.

a. Conrad goes to the


bakery
b. Conrad goes to the
barber
c. Conrad stayed
home

2. The teacher asked


the children to get
their bags. Then,
the children started
to line up. The
teacher reminded
everyone to do
their homework.

a. The class was


starting
b. The class was
ready to go
home
c. They are going
on a field trip.

3. Father went to the


garden to water his
mahogany
seedlings and
check if it is ready
to put it on the pot.

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

Recognized the differences between


declarative and Interrogative
sentence.
10 43.5 % 1-10

Predict Possible outcome of


story/events to one’s experience.

3 13 % 11-13

Use the different Wh- questions


appropriately.

7 30.5 % 14-20

Give the main idea of the story


listened to.
3 13 % 21- 23

Total 23 100 %

145
A. Write D if the sentence is Declarative and I if the sentence is Interrogative.

1. What is your favorite food?


2. I love to eat chicken adobo.
3. Who cook the food for breakfast?
4. Mother cook delicious food.
5. Where did you buy fresh vegetables?
6. How do you do?
7. I am very happy.
8. When is your birthday?
9. I am going to school.
10. Why are you sad?

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).

14. is your birthday?


15. do you live?
16. is your teacher?
17. is your favorite fruit?
18. is your parents?
19. will be our parent’s meeting?
20. is your pet at home?

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

22. Mang Berto is a hardworking man. He works in a candy factory in Laguna.


He wakes up early so that he will not be late for his work.
A. He is on time
B. He is hardworking
C. A Factory worker

23. We wake up early. My brother is excited. My mother prepares our clothes.


Dad cleans the car. We will watch “ Iron Man”

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.

B. Performance Uses appropriate expressions in oral interpretation and


Standard common situations.
C. Learning Uses appropriate expression in common situation (polite
Competencies/ expressions, greetings, seeking directions, apologizing,
Objectives asking help, query and clarification)
EN2-OL-Ia-e-1.5 (Oral Language)
II. CONTENT Using Appropriate Expression
III. LEARNING
RESOURCES
A. References CG p. 23
1. Teacher’s TG pp. 37-38
Guides/Pages
2. Learner’s LM pp. 51-52
Materials Pages
3. Textbook Pages
4. Additional
Materials from
Learning
Resources (LR)
portal
B. Other Learning All Around English 2 Lesson 3 by: Ria Balgemino Santos p.
Resources 8-11
pictures, word cards, hand puppet, powerpoint presentation
IV.PROCEDURES
A. Reviewing previous A. Let them sing a greeting song
lesson or presenting  Let’s sing this song
the new lesson  Lead the pupils in singing
 Let them use hand puppet if available.

Good morning! Good morning!


Good morning! Good morning!
Good morning! I’m fine. Thank
How are you? You

148
 Let them go around the classroom and greet each other.
(refer the guidance of the teacher)

B. Establishing a  Ask: What did you do a while ago?


purpose for the  Present key words through pictures, real life
lesson demonstration/ situation that linked to the new lesson.

C. Presenting Present a dialog. (It can be shown in a power- point or in a


examples/ instances Manila paper, prepared ahead in time and teacher’s
of the new lesson initiative to do)
 Listen to the dialog.
Miss Tan: Our room is quite dark.
John: May I turn on the lights, Teacher?
Miss Tan: Yes, please. Thank you,
John.
Don’t you feel it’s hot also?
Children (in chorus): Yes, Miss Tan. It’s
hot.
Jenny: May I turn on the electric fan?
Miss Tan: Yes, please.
Thank you, Jenny.
Do you feel fine
now?
Children: Yes, we do.
Thank you, Teacher.

D. Discussing new Talk about the dialog through discussion questions:


concepts and
practicing new skills 1. Where are Miss Tan and the children?
#1 2. What did Miss Tan say about the room?
3. Who turned on the lights?
4. What did John say?
5. Who turned on the electric fan?
6. What did Jenny say?
7. What did Miss Tan answer?
 Teacher can create/make more question to develop
creative thinking.

E. Discussing new How else can you help?


concepts and
practicing new
skills #2

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

c. Asking permission to go out

d. Borrowing a pencil or eraser from a classmate

e. Seeking directions

f. Apologizing for wrongdoing

g. Asking for help

 Group Presentation. (Rate each group according to


Rubric Checklist)
 Teacher’s appreciation

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?

J. Additional activities Draw a simple conversation that shows polite/courteous


for application or expressions.
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.
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
152
me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to
share with other
teachers?

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.

B. Performance Correctly presents text elements through simple organizers


Standard to make inferences, predictions and conclusions.

C. Learning Listen to a variety of media including books, audiotapes


Competencies/ video and other age-appropriate publications and identify
Objectives the characters in the story listened to.

EN2-OL– If 1.1 (Oral Language)


II. CONTENT Bat Cat and Fat Rat
III. LEARNING
RESOURCES
A. References CG 2013 pages 23
1. Teacher’s TG pp. 26-27
Guides/Pages
2. Learner’s LM pp. 32
Materials Pages
3. Textbook Pages
4. Additional
Materials from
Learning
Resources (LR)
portal
B. Other Learning Bat Cat and Fat Rat
Resources
IV. PROCEDURES
A. Reviewing previous K. Motivation
lesson or presenting Ask: Who among you have pets at home?
the new lesson What pets do you have?
What can they do?
Post the pupils’ answers in the Thinking Matrix. Model
reading the words in the matrix. Ask the children to repeat
after you.

Pet What it can do


My pet is It can
a
B. Establishing a
purpose for the Say: I also have a pet. This is the picture of my pet. (Show)
lesson I call my pet, Bat Cat
Today, I’ll read you a story about my pet, Bat Cat
(Show)

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

Show the picture of real jam

Demonstrat

ran

Picture of
Show the picture of real can

Picture of under the


Under

Show the picture of Bat Cat and Fat Rat


Ask: What do you see?
(Picture of an angry car in Batman costume and a small but
very fat rat)
Possible answers:
The cat is like Batman.
The cat is angry.
The rat is small.
The rat is fat.
The rat is afraid.
Say: I will read the story. Listen very well.
Presenting the Story:

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.

Where did Bat Cat sit?


Along came Fat Rat, Fat Rat ran to the can of jam. “Fat Rat,
that’s my can of jam!” shouted. Bat Cat to Fat Rat
What is in the can?
Who came? Why?

D. Discussing new Guided Practice:


concepts and Ask:
practicing new skills Let’s Answer
#1 1. What did Bat Cat have?
2. What is in the can?
3. Where did Bat Cat sit?
4. Where was the can of jam?
5. What did Fat Rat do? Why?
6. What did Bat Cat do with Fat Rat? Why?
7. What do you think will Bat Cat do with Fat Rat? Why?
8. What do you think happened to Fat Rat?

E. Discussing new Group Work:


concepts and Divide the class into 4 groups then will do the ff. activities
practicing new skills Group 1 and 2 - Draw a Cat and tell something about the
#2 Cat.
Group 3 and 4 – Draw a Rat and tell something about it.

F. Developing Mastery We Can Do It


(Leads to formative Identify the characters in the story. Use the web to do this.
assessment)

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

H. Making Remember This:


generalization and Character refers to the people in the story who carry out the
abstractions about actions. Characters can be real or make believe. They can
the lesson also be animals or things.

I. Evaluating Learning Measure My Learning


Write YES if the statement is correct and NO if it is
incorrect.
1. Bat Cat and Fat Rat are friends.
2. Bat Cat guarded his can of jam.
3. Fat Rat ran to the can of jam.
4. Bat Cat hit Fat Rat.
5. Bat Cat was angry with Fat Rat.

J. Additional activities Agreement:


for application or Have the pupils ask their parents or other family members
remediation to tell them a simple story about animals. Retell 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.

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.

B. Performance Correctly identifies/recognizes environmental print


Standard
C. Learning  Recognize environmental print.
Competencies/  School and common areas with signage
Objectives

EN2-BPK-If-3 (Book & Print Knowledge)


II. CONTENT Recognizing Environmental Print
Values Integration: Care for Environment

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.

Ask: How many of the environmental signs do you


know?

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:

Dump Truck Activity:


Let the pupils play, learn, and have fun as they do the
Newspaper Game. Demonstrate the following:
1. Pick right, tear, crumple, and
throw. Pick left, tear, crumple, and
throw.
2. Create a dump truck and deliver the trash
in the dump site.

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)

D. Discussing new Have the class follow the procedure of the


concepts and “Environmental Sign” game:
practicing new skills
#1
1. Everybody will turn themselves into different means
of transportation. Choices may include bikes,
motorcycles, cars, buses, etc.
2. Play the music and let the pupils move around the
area. When the music stops, they will pick up their
environmental signs like: One Way, Do Not Enter, No
Parking, Non-Biodegradable, Biodegradable, and
Recyclable.

E. Discussing new Group Work:


concepts and
practicing new skills Have the pupils draw two street signs that they always
#2 see in their neighborhood and write something about
them. Let them show and share their work with their
seatmate.

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.

G. Finding practical/ Application:


applications of
concepts and skills in Draw one (1) environmental print b. Write/tell
daily living something about your picture.
H. Making Generalization:
generalization and
abstractions about Show your respect for the law by following traffic signs
the lesson and maintaining cleanliness. If we follow this, there will
be safety, peace and order, and cleanliness
everywhere, Mother Earth is clean and happy.

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.

J. Additional activities Off to your street or neighborhood draw or write in your


for application or notebook the environmental signage that you have
remediation seen.

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.

B. Performance Effectively transfers the knowledge of letter-sound


Standard relationship from Mother Tongue to English.

C. Learning  Recognize same/different sound.


Competencies/  Identify/read/give examples of words of medial /e/.
Objectives  Answer WH-questions.

EN2-PA-If-1.2.1 (Phonological Awareness)

II. CONTENT  Speech Sound


Medial /e/, Rimes /-et/ and /-en/

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

A. Reviewing previous What are examples of courteous expressions that you


lesson or learned yesterday?
presenting the new
lesson

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.

Who owns the hens?


How many hens are
there?

“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.

What does Ben do before going to


school?

“One, two, three, four, five, six, seven, eight, nine, ten” Ben
happily counted the ten hens. Now, he has ten hens in the
coop.

Where was Ren-


Ren?

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)

Ask: With what letter does Ben begin? (B)


Do: Continue asking until all the initial letters of
the words are identified (b, h, t, p,r)
Ask: With what letters do they end? (en)
What letter is found between the
beginning and the ending letter? (e)
Say: Come in front and point the beginning
letter and the two ending letters. Put them
together and read the whole word.
(B+en=Ben)

G. Finding practical/ Activity 1


applications of
concepts and skills Read each sentence. Let the pupils repeat after you.
in daily living 1. The ten hens are in the pen.
2. Ben met ten men.
3. The red hen is Ren-Ren.
4. Ben fen the ten hens.
. The tenth hem. Ren-Ren, is in the pen.
165
(Artist, Illustrate the sentences on the left for comprehension
purposes.)
Activity 2. Say: Look at the picture. Write their missing
beginning letters. Then, write the whole word. (Refer to LM,
p.24)
Activity 3: Let the pupils write the names of the pictures.
(Refer to LM, p.24)

Present another rime -et.


Do the same procedure done where 1st rime was presented.

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)

I. Evaluating Learning Complete the phrases and sentences.

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)

II. CONTENT Name the letters of the English Alphabets

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

Perform dialogues, drama, mock interview, TV talk show,


etc.
(EN2-Grammar-FIRST QUARTER WEEK 7-7.4)
C. Learning
Competencies/O
bjectives
Write the LC Recognize the differences between made-up (fiction) and
code for each real (non-fiction) texts

EN2-LC-II-If-g-3.15 (Listening Comprehension)

II. CONTENT Reality or Fantasy


III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide English 2 TG, pp.143-144
pages
2. Learner’s English 2 LM, pp.275-277
Materials pages
3. Textbook pages NONE
4. Additional
Materials from
Learning NONE
Resource (LR)
portal
B. Other Learning Video of a man groaning at
Resources https://www.youtube.com/watch?v=K-2vriFIJHs
Pictures of a fairy godmother and pixies at google.com

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.)

Good morning, children.

Good morning, Teacher.

Today, I will be your fairy godmother (Or your magical


wizard, if you’re a male).
(The response will depend on the time English is taught.)

Tell me your wishes and we’ll see if my magic wand will


grant yours. Do you like me to do that for you?
Then, you need to pay close attention to me at all times.
Can I count you in on that?

Yes, Teacher. Always.

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.)

Can you identify this?


That is a fairy godmother.

Right. How about this one?


Those are fairies.

(The pupils may give varying answers.)

No, they are not real. They cannot harm us

(NOTE: If pupils will answer “fairies”, introduce the term


“pixie” for fairy.)
Can you recall a movie that shows fairies?

Have you seen a pixie before? Are pixies real? Can they
really harm us if we did something wrong?

Right. Pixies are make-believe. That’s why they cannot


cause harm to us people.

However, in today’s story, we can learn something from


them. That’s why I brought you a story about pixies.

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.

NOTE: The teacher may review the words learned to check


whether they understand each or not.)

Class, have you been punished before? Were you beaten


by your parents or lolos and lolas? Why?

In the story that we are about to learn, notice why a


housewife was punished by pixies. So, as we go along the
story, remember this question: Why did the pixies punish
Bessy?

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)

(Pupils will give their response.)

(Pupils will share their response.)

(Pupils will listen and respond to questions as the story


progresses.)
D. Discussing new (The teacher will begin reading the story.
concepts and
practicing new
skill (This LP contains the attached story. It has been modified in
the sense that the writer included some questions for
understanding as the story progresses.)

Now that we have finished reading the story, let’s answer


questions in your English Learner’s Material. So, kindly
open your book on page 276.
Let’s begin with the first question.

(This will continue until the last question has been


answered.)

(The pupils will open their English LM on page 276. Then,


they will give their answers orally.)

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 show each and solicit responses. If the


pupils cannot express their thoughts in English, the teacher
might allow them to express it first in Mother Tongue and
help them translate their answer in English.
Then, after all pictures have been described, the teacher will
ask his or her pupils to post each on the board into two
columns. Column 1 pictures are real while Column 2
consists of make-believe pictures.)

Now, take a look at those pictures. Why do we split those


pictures into two? In Column 1 pictures, can these happen
in real life?
So, what do we call these pictures? Real or fantasy?

(The teacher will use the same set of questions for pictures
in Column 2.)

(The pupils will give sentences describing each picture and


will post each picture into two columns classifying each as
real or make-believe.)

(The pupils will give answers.)


F. Finding practical (The teacher may use the same groupings for the next
applications of activity. He or she will give an envelope to each group which
concepts and contains instructions.
skills in daily
living Envelop 1 – Dramatize the first picture.
Envelop 2 – Dramatize the second picture.
Envelop 3 – Dramatize the third picture.
Envelop 4 – Dramatize the fourth picture.
Then, he or she will remind each group that they have 10
minutes to prepare and 2 minutes to present. The teacher
will also present a rubric for this activity. Attached in this LP
is the sample rubric.)

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

And what do we call those situations that cannot happen in


real life?

Pupils’ Response:
Make-believe or fantasy

Now, can anyone among you sum up the difference


between reality and fantasy?

Students’ Response:

Real situations can happen in real life while make-believe or


fantasy cannot happen in real life.

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.)

I. Additional (Because activity in Evaluating Learning is classified as


activities for Independent Practice, the teacher may use the remaining
application or time in checking the activity sheets provided.
remediation
In addition, time constraints should be considered.)

J. Assignment/ For your assignment, you are going to conduct an interview


agreement with your lolo or lola or any adult you knew. Ask them to
give examples of stories classified in Filipino as
kababalaghan and superstitious beliefs that they believed
true. Write down all their responses on in your notebook as
well as their name as source.
(The teacher may show this in a powerpoint slide for those
pupils who might be slow in understanding English.)
(The pupils will jot down their assignment.)

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.

TOTAL POSSIBLE POINTS/POINTS EARNED: 100%

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.”

Ask: What do you think will happen next?

Bessy did not know that the pixies were watching her. Willy laughed,
“Hahaha, playing a trick on us? Here, take this!”

Ask: What do you think will the pixies do to Bessy?

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

B. Performance Use familiar vocabulary to independently express ideas


Standard in speaking activities
Use words that related to self, family, school,
C. Learning community, and concepts such as the names of colors,
Competencies/ shapes, and numbers.
Objectives

EN2-V-If-5 (Vocabulary)

II. CONTENT Adjective


III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide English 2 TG, pp. 146-147
pages
2. Learner’s English 2 LM, pp. 279-281
Materials pages
3. Textbook pages NONE
4. Additional
Materials from
Learning NONE
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURE TEACHER’S ACTIVITY PUPILS’ ACTIVITY

A. Review previous (The teacher will begin by choosing at most 4 pupils to


lesson or read the result of their interviews. Then, he or she may
presenting lesson collect the class assignment.)

Again, good morning, children.


Today, let’s get back to what we have learned about
the story “The Pixies and the Lazy Housewife.” Posted
here on the board is a house diagram. I want you to
recall the story that we had yesterday and then tell me

186
how will you describe Bessy’s house. Please give me a
word or words that would describe Bessy’s house.

(The teacher will solicit 6 words from his or her pupils.


Then, he or she will write down their answers on the
house diagram.)

Good job! You really remember Bessy’s house.


Class, does your house or school look like Bessy’s
house? Messy? Who among you here have same
house as that of Bessy’s?

All right. We need to maintain cleanliness and


orderliness of our house and our school.

B. Establish a This is encouraged by the song that we are about to


purpose for the sing. It is entitled “When You’re Happy and You Know
lesson It Clap Your Hands New Version.” The tune of this
song is the same as that of the original but the
difference is the lyrics. Let me show you.

(The teacher will show the lyrics on-screen if written in


powerpoint or post if written in Manila paper. Then, he
or she will lead the class in singing.)

If your room is always clean, clap your hands. (Clap


three times)
If you care for your room, clap your hands. (Clap three
times)
If you’re happy and you know it
That your room is always clean,
If you’re happy that your room’s clean, clap your
hands. (Clap three times)

Do you love the song?

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”.)

So, based from what we sang, how should we feel if


our room, house, school, and park are always clean?
Should we feel sad or happy?
So, what should we do to maintain its cleanliness?

That’s great. And we should do that regularly so that


we can live happily and healthily.

C. Presenting At this point, let me point your attention to these


examples/instanc sentences that we can make from the story about
es of the new Bessy.
lesson

(The teacher will flash the sentences on screen or will


post the written sentences on the board.
Sentence 1 – Bessy is lazy.
Sentence 2 – Her house is dirty.)

Anyone who wants to read the first sentence? The


second sentence?
In the first sentence, which word describes Bessy?
In the second sentence, which word describes her
house?
So, lazy and dirty are words that describe.

D. Discussing new Now, let us look at this picture.


concepts and
practicing new
skill (The teacher will present a picture of a big house with
a beautiful garden.

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.)

Is this house big or small?


What are the colors of the flowers?
Is the house clean or dirty?
Is it ugly or beautiful?
Are the trees tall or small?

(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)

Class, these underlined words are called adjectives.


Again, what do we call these words that describe?

Pupils’ Response:
Adjectives

You got it!

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.)

For this activity, I want each group to name 5 examples


of nouns for each activity. Write down those 5 in the
provided Manila paper using the mark pen that I gave.
This activity will last for only 10 minutes. Afterwards, a
representative from each group will present your
group’s output. Ready?

189
(The teacher will listen as each group presents the
output.)

So, how do you find our activity? How do you feel


when you brainstorm some ideas?

(The teacher will check each output orally.)

(After each group has posted their output, a


representative from each group will present.)

(Pupils may give varied reactions.)

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.

(NOTE: The teacher may decide to limit this activity


into 4 pupil-representatives, considering the time
allotted to other activities.)

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.)

I. Additional (NOTE: If time permits, the teacher may continue this.)


activities for
application or
remediation Let’s have another activity. But this time, I want you to
find your partner, preferably your seatmate.

(The teacher will then provide the instructions and the


activity sheets to the class. A time limit should be set.
A sample activity sheet is attached in this LP for
reference purposes. Afterwards, the teacher will check
their output. He or she may let each pair to exchange
with other pair.)

J. Assignment/ List down 5 adjectives that would describe each of the


agreement ( minutes) following:
1. the public market
2. your living room
3. your backyard
4. the church

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.

B. Performance Independently uses strategies in accomplishing literacy-


Standard related tasks.

C. Learning Engage in a variety of ways to share information (e.g. role


Competencies/O playing, reporting, summarizing, retelling and show and tell)
bjectives
(Write the LC EN2-Oral Language-First Quarter Week 7 – 1.2
code for each)
II.CONTENT Engaging in a Variety of Ways to Share Information

Values Integration: Obedience to Parents


III.LEARNING
RESOURCES
A. References K to 12 CG, p. 23
1. Teacher’s Guide
pages
2. Learner’s 374, 410
Materials pages
3. Textbook pages Let’s Begin Reading in English, pages 3-4
4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Learning pictures, chart
Resources
IV.PROCEDURE Advanced Learners Average Learners
A. Reviewing Think-Pair-Share
previous lesson The teacher says: Find a partner and talk about your
or presenting the favourite TV show. Report to the class about your
new lesson conversation.
B. Establishing a Ask:
purpose for the When is your birthday?
lesson What does your family do for you on your birthday?

C. Presenting 1. Unlocking of Difficulties


examples/instanc  Kitchen (show a picture)
es of the new  Backyard (show a picture)
lesson  Gift (show a picture)
 Surprise (Grandmother made a surprise visit to
us. We did not expect her to come on that day.

197
2. Motive Question
When is Ana’s birthday?
What did her family do for her?

3. Reading of the story “Ana’s Birthday”. (refer to


Textbook Let’s Begin Reading in English, p.3)

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.”

Picture of Ana The teacher will say: “Ana was looking


in the kitchen for her mother in the
kitchen.”

Picture of Ana The teacher will say: “Ana’s family


with her family surprised her on her
in the backyard birthday.”

198
The teacher will then summarize the story:

Ana woke up early. She looked for her family members


but she couldn’t find them. She found them in the backyard
with a surprise for her on her birthday.

The teacher will say: We share information in varied ways


such as show and tell, summarizing, reporting, role playing
and retelling.

E. Discussing new The teacher group the pupils into three.


concepts and
practicing new Group 1 – Reporting
skill #2 Each member of the group will tell when his/her birthday is.
The leader will record the information and report it to the
class.

Group 2 – Show and Tell


Pictures will be given to the group. Members will tell
something about the pictures.

Picture of a boy helping an old woman cross the street

Picture of children cleaning the backyard

Picture of children helping their teacher carry her things

Group 3 – Role Playing


Ask the group members to role play on different ways of
caring for the environment.

F. Developing Divide the class into four Green Group:


Mastery (leads to (4) groups. Give each Refer to English LM,p. 410, I
formative group a task card. Can Do It
assessment 3) Draw your favourite character
What should we and tell the reason why you
do/remember in doing a love him/her.
group activity?

Pink Group:
The teacher reads a short
story “Nilo’s Birthday.”
Each member will retell the
story to the class. My favourite character is

Yellow Group: because .


The group members will
read the story in a chart Blue Group:
entitled “Family Dinner.” The group members will work

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

Teacher Learning Area English


Time & Date Week 7, Day 4 Quarter First

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.

C. Learning Follow a set of verbal two-step directions with picture cues


Competencies/O EN2-Listening Comprehension –First Quarter Week 7 - 3.6
bjectives
(Write the LC Activate prior knowledge based on new knowledge formed
code for each) EN2-Listening Comprehension –First Quarter Week 8 -1.1

II.CONTENT Following a Set of Verbal Two-Step Directions with Picture


Cues
Activating Prior Knowledge Based on New Knowledge
Formed

Values Integration: Care for Environment


III.LEARNING
RESOURCES
A. References K to 12 CG, page 23
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages Let’s Begin Reading in English, p. 303
4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Learning pictures, activity cards, show-me-board
Resources
IV.PROCEDURE

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

Picture of a girl planting a tree

Picture of children segregating the garbage


(biodegradable, non-biodegradable, recyclable)

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?

C. Presenting 1. Unlocking of Difficulties


examples/instanc The teacher will use the following words in sentences and
es of the new will show pictures.
lesson above – The balloons are hanging above the
table. under – The cat is sleeping under the chair.
beside - The ball is beside the box.
encircle – The child has encircled her name.
underline – Make a list of fruits and underline your top
choice.

2. Tell the pupils that today we will play a game called


Simon says.

3. Explain: The objective of the game is to listen carefully to


the instructions and only do what is instructed if you hear
the words “Simon says”. If you do something without first
hearing “Simon says”, you will be out of the game.

5. Say “Let’s practice first to make sure everyone


understood the game. Everyone stand beside your
seat. Ready? “Simon says pat your head and stomp
your feet.” (Look around to see which pupils patted
their heads and stomped their feet.) “You were a
good listener if you patted your head and you
stomped your feet.”

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.

Attention! Fall in line. (picture ofArms forward.


children falling in line)
(picture of a ( picture of a child with arms stretched
child standing forward)
in attention)

Arms down. (picture of a child with arms(picture


At ease! stretched down)
of a child standing at

2. A leader will pick a card and read the command. The


members of the group will perform the directions.

Group 2: Draw Me Correctly


1. Members of the group will be given activity cards with the
following instructions.

ACTIVITY CARD 1: Make the circle into a flower. Color it red.

ACTIVITY CARD 2: Draw two flowers. Color them yellow.

ACTIVITY CARD 3: Circle the sun on the left. Box the moon
on the right.

ACTIVITY CARD 4: Draw the missing part of the kitten. Color


the kitten orange.
Picture of a kitten with a missing tail.

ACTIVITY CARD 5: Color the largest circle blue. Cross out


the smallest circle.

Group 3: Charades (Let’s Begin Reading in English – We


Can Do It, p. 303)
1. Provide the group with a big cube with action words and
with picture cues.
2. Each pupil will choose a partner. One will throw the cube
and one will do the action written on top.
3. As one pupil is doing the action, the other one will say:
He/ She is .
4. Each pair may do the activity more than once.

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?

H. Making Ask: “What should we do in order to follow directions


generalizations correctly? (listen carefully)
and abstractions
about the lesson
I. Evaluating Listen to the directions carefully. Do what is asked.
learning 1. Draw a smiling face and write your name under it.
2. Underline your first name and your last name two times.
3. Write the name of your seatmate and encircle his/her
name.
4. Draw three hearts. Color the middle heart red.
5. Write the name of your school and draw a star above it.

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

Competencies No. of Percentage Item


Items Placement
1.Use words that are related to self, 12 60% 1-12
family, school, community and concepts
such as the names for colors, shapes and
numbers

2.Follow a set of verbal two-step 6 30% 13-18


directions with picture cues

3.Engage in a variety of ways to share 2 10% 19-20


information

Total 20 100% 15

208
I. A. Identify and underline the describing word in each sentence.

1. The kids are happy.


2. My mother is pretty.
3. Len is beautiful.
4. My father is hardworking.
5. I have a happy family.

B. For numbers 6-12, write the adjectives below into the correct
column.

sad round sweet sour scared square bitter

shapes feelings tastes

II. Do the following:

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

17. Make the circle ino a flower. Color it red.

18. Draw two balloons. Color one blue and the other one green.

III. Fill in the blanks to complete the sentence.

19. My favourite food is


because .

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

B. Performance Use information from theme- based activities as guide for


Standard decision making and following instructions

C. Learning Relate information and events in a selection to life


Competencies/ experiences and vice versa
Objectives (Write
the LC code for
each)
EN2-LC-Ii-j-1.2 (Listening Comprehension)
II. CONTENT Stating Details of a Story Heard
Values Integration: Order and Discipline
III. LEARNING
RESOURCES
A. References
1. Teacher’s K to 12 Curriculum Guide in English p.159-161
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resources
(LR) portal
B. Other Learning
Resources
IV. PROCEDURE Advance Learners Average Learners
A. Reviewing
previous lesson or
presenting the new
lesson
B. Establishing a Do you have “ baon” everyday?
purpose for the
lesson Do you go to the canteen to buy food for recess?
How do learners buy their food?

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.

C. Presenting Show picture of learners lining up buying food in the


examples canteen.
/instances of the
new lesson Ask: What do you see in the picture?
Who are in the picture?
Where do you think they are?
Post the story below. Listen as the teacher reads it.

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.

Have you experienced the same situation?


Share your experience to the class.

What do you think might happen if everyone wants to be


served first?

What do you think will happen if anyone is patient to wait


for his/her turn?

E. Discussing new Divide the class into five groups.


concepts and
practicing new Each member of the group will share experiences related
skills #2 to the story above.
Let each member express his feelings, opinions and
thoughts about it.

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.

H. Making What are the things that need to be remembered when


generalizations buying at the canteen?
and abstractions
about the lesson
I. Evaluating learning Put a (/) check if the statement is correct and (X) if it is not.
1. Waiting for one’s turn
2. Broke into the line
3. You feel sad when someone does not fall in line
4. You allowed someone to be served first.
5. He is patient to wait for his turn.

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

B. Performance Standard Correctly hears and records sounds in words

C. Learning Distinguish rhyming words from non-rhyming


Competencies/Objectives words
(Write the LC code for
each)
EN2-PhonologicalAwareness-First Quarter
Week 8 - 2.3

II.CONTENT Distinguishing Rhyming Words From Non-


Rhyming Words

Values Integration: Love for Family


III.LEARNING RESOURCES
A. References K to 12 CG, page 23
1. Teacher’s Guide pages 36
2. Learner’s Materials 182, 204
pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning pictures, chart
Resources
IV.PROCEDURE Advanced Average Learners
Learners
A. Reviewing previous Let the pupils recite the nursery rhyme “Star
lesson or presenting the Light, Star Bright.”
new lesson

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.

Link the rhyme to the day’s lesson.


B. Establishing a purpose Unlocking of words:
for the lesson
1. buckle – through action (the teacher will
do the
action)
2. knock – through action
3. kitchen – through a picture
4. delve – through action or a picture
5. empty – through a picture

C. Presenting The teacher presents the rhyme “One, Two,


examples/instances of Buckle My Shoe.”
the new lesson

One, Two, Buckle My Shoe

One, two, Eleven, twelve,


Buckle my shoe. Dig and delve.

Three, four, Thirteen, fourteen,


Knock at the door. Maids a-counting.

Five, six, Fifteen, sixteen,


Pick up sticks. Maids in the kitchen.

Seven, eight, Seventeen,


eighteen, Lay them straight. Maids a-
waiting.

Nine, ten, Nineteen, twenty,


A good fat hen. My plate’s empty.

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.

E. Discussing new concepts The teacher Group B (Refer to LM, p. 182)


and practicing new skill divides the
#2 pupils into Encircle the word that rhymes
three groups. with the word on the left.

Each group day dig saw sit lay


will be given sip ripe tip pat sit
an activity to
be performed. wig big win hat net
mat bat say bag ten
Group A red den man win bed
Write a word
that rhymes
with the given Group C (Refer to TG, p. 36)
word.
Write Yes if the words in the
1. jar pictures rhyme and No if not.
2. best
1. picture of a dog – picture of
3. well
a house
4. set
5. clap 2. picture of a cap – picture of
a map
3. picture of a glass – picture
of a grass

217
4. picture of a van – picture of
a net
5. picture of a rain – picture of
a train

F. Developing Mastery List down the Draw a if each pair of


(leads to formative rhyming words has the same final
assessment 3) words found sound and if not.
in the poem
below. (Refer 1. fat – fan
to LM, p. 182)
2. wing – bring
Good night,
3. bee – tree
sleep tight,
4. work – fork
Don’t let the
bedbugs bite. 5. bit - bat
And if they do
Then take
your shoe
And knock
them ‘til
They’re black
and blue!

G. Finding practical Recite and do the finger play. (Refer to LM, p.


applications of concepts 204.)
and skills in daily living
Family
(hold up fingers one by one)
This is the father, kind and true.
(holds up the thumb)
This is the mother who cares for
you. (holds up the pointer)
This is the brother so big and tall.
(holds up the middle finger)
This is the sister who plays with her ball.
(holds up the ring finger)
This is the baby, pet of them all.
(holds up the pinky finger)
See the whole family, big and small.

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?

H. Making generalizations What are rhyming words?


and abstractions about
the lesson (Rhyming words are words that have the same
final sound.)
I. Evaluating learning Read the following pairs of words. Put a check
(/) if the pairs rhyme and cross out (X) if they do
not.
1. lake – make
2. book – ball
3. bin - wine
4. not – net
5. ring – sing

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

A. Reviewing previous lesson or Checking of Assignment


presenting the new lesson

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

D. Discussing new concepts and Comprehension Questions:


practicing new skills #1 1. What do you see in the illustration?
2. Can you identify some parts of a
book based on the illustration given?
3. Name some parts of a book?
E. Discussing new concepts and Group Activity
practicing new skills #2
Group the class into four groups.
Distribute the activity sheets in each
group.
Ask pupils to answer the activity sheets
by each group and present their output
by one of their members.

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

First, there’s Title Page


Table of Contents
Glossary and Index, too
There are all parts of a book
With information to help you.

On the Title Page


On the Title Page
In the front of the book
Is the Title, Illustrator,

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

A list of subjects in ABC order


And pages found so take a look!
(IBARTMAN.COM)

G. Finding practical applications of I Can Do It


concepts and skills in daily living Draw this in your notebook.

Parts of a Book

226
H. Making generalization and Ask:
abstractions about the lesson.
What are the parts of a book?

I. Evaluating Learning Answer the given worksheet.

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

A. No. of learners who earned 80%


on the formative assessment

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.

B. Performance Distinguishing similarities and differences of the


Standard alphabets in English and Mother Tongue/Filipino

Identify letters in English that are not present in


C. Learning Filipino/Mother Tongue and vice versa.
Competencies/
Objectives EN2-AlphabetKnowledge-Ih-j-2

II. CONTENT Identifying letters in English that are not present in


Filipino and vice versa

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:

Music Integration can be


done. (The song has 2/4 time
signature.)

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

ENGLIS FILIPI ENGLI FILIPI sing.


SH PIN
O
SH NO
H NO SH NO
Aa Aa Nn
Aa Aa Oo Oo
Bb Bb Pp Pp Bb Bb Ng

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?

Note to the teacher: Which alphabet has


more letters? Why?
Adding/subtracting numbers
is a way of integrating
Mathematics in the lesson.)

Note to the teacher:

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.

The following categories


may be used: Say:
As I say the letter,
Fruits animals trees
heroes cartoon characters bring me an object which
begins with that letter.
Note to the teacher:
Integration of Health lesson *Bring me an object
-Taking good care of the body which starts with letter
by eating nutritious food.
(A).

G. Finding practical List down your Make a list of the things


applications of classmates’ names which you find in school by
concepts and begin with the given letter. filling out this chart.
skills in daily
living A B C M R B L N M P

Note to the teacher:

Letters may vary. Note to the teacher:

Letters may vary.

H. Making *How many letters are How many letters are


generalizations there in Filipino Alphabet? there in Filipino
and abstractions Alphabet?
about the lesson *How many letters are
there in English Alphabet? How many letters are
there in English
*What letters in the Filipino
Alphabet?
Alphabet are not found in
the English Alphabet? What letters in the
Filipino Alphabet are not
found in the English
Alphabet?

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

cross out those are not.

answer

J. Additional Make English and Filipino Make English and


activities for Alphabet Bingo Cards. Filipino Alphabet Bingo
application and Cards.
remediation
VI. REMARKS

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

LEARNING COMPETENCY NO.OF % Item


ITEMS Placement
1. Relate information & events in a 5 25 1-5
selection to life experiences & vice
versa

2. Distinguish rhyming words from non- 5 25 6-10


rhyming words

3. Recognize the common terms in 5 25 16-20


English relating to a part of a book

4. Identify letters in English that are not 5 25 11-15


present in Filipino/Mother Tongue &
vice versa

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.

1. Who are twins?

a. Sarah and Farah c. Mara and Clara


The Twins
b. Sarah and Ruth d. Dina and Myrna
(Super teacher Worksheets-
www.superteacherworksheets.com)
2. Why are they twins?
a. They are alike and different in many ways.
Sarah and Ruth are twins. They were born on the same day and look
b. They are both girls.
alike.
c. They are classmates.
But Sarah
d. Theyandwere
Ruthborn
are on
very different
the same daypeople.
and look alike.
Sarah is shy and quiet but Ruth is not shy and she loves talking to
people.
3. How do they differ?
a. Sarah’s
They differ in their
favorite favorite
school classcolor, subject
is math, but and food.
Ruth’s favorite class is reading.
b. There
They were born in different places.
are also more differences in the twins. Sarah’s favorite color is pink
c. They went to different schools.
and Ruth’s favorite color is blue.
d. They were born to different parents.
Ruth likes to eat vegetables, but Sarah doesn’t like many vegetables.
Also,
4. WhyRuth’s favorite
do they drinktoisbe
remain fruit juice
best while Sarah’s
of friends despitefavorite
of their drink is milk.
differences?
The twins look alike, but
a. They have no other friends. they are different on the inside and they are still
b. They love each other.
c. Their parents wanted them to be friends.
d. They need each other.

5. If you were Sarah or Ruth, would you also do the same?


a. Yes, because we need to respect and love each other.
b. Yes, because my parents might get mad at me.
c. No, because we are different.
d. No, because we should be alike in all our ways.

236
For items 6-10, copy the two words that rhyme in each number.

6. park date plane dark


7. bark fake wake pain
8. mouse stop house cake
9. brook school stool pail
10. cake peel hell tea

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

Back Cover Front Cover

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. Performance Properly identifies and describes people, animals,


Standard places, things and uses them in a variety of oral and
written theme-based activities.

C. Learning Recognize names of people, object or things, animals


Competencies/Object and places.
ives (Write the LC
code for each)
EN2-G-If-g-2.1 (Grammar)

II. CONTENT NOUNS


III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 84 -87
pages
2. Learner’s Materials 53 - 54
pages
3. Textbook pages
4. Additional Materials Pictures of people, animals, things, and places,
from Learning
Resource (LR) portal Story: “At the School Yard “

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.

IV. PROCEDURE Advanced Learners Average Learners


A. Reviewing previous Opening song (any Opening song (any
lesson or presenting English song) English song)
the new lesson

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)

Comprehension Check-up: Comprehension Check-


up:
 Where did the story
happen?  Where did the story
 Who met at the school happen?
yard?  Who met at the school
 What new things does yard?
Bam have?  What new things does
 Who bought Bam`s Bam have?
new things?  Who bought Bam`s
 What will Bam do to new things?
thank Aunt Pam?  What will Bam do to
 How did Bam fell thank Aunt Pam?
about Tam`s  How did Bam fell
Suggestions? about Tam`s
Suggestions?

C. Presenting Read each word card in Read each word card in


examples/instances the pocket chart, and the pocket chart, and
of the new lesson tacked this on their tacked this on their proper
proper column on the column on the board.
board.
Ex.
Ex.

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)

D. Discussing new Guided Practice Guided Practice


concepts and
practicing new skill # Let’s fill up this Graphic Identify the picture in
1 Organizer. By answering each row that does not
the questions below: belong to the group.

1.

2.

3.

3.

1. Who are the persons


you see in school? Process each answer,
ask the question why?
2. What are the things
inside your bag?
3. What animals do you
see in the school ground?
4. Where do we buy food
in the school?
What do we call these
words that refer to
persons, things, animals,
and places?

E. Discussing new Group activity Group Activity


concepts and
practicing new skills 1. Group pupils into 4 1. Group pupils into 4
#2 groups

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?

What will you do to thank


your mama and papa for
giving you “BAON “every
day?

H. Making Going back to our graphic Going back to our graphic


generalizations and organizer, what do you call organizer, what do you
abstractions about the the word that names a call the word that names
lesson person, thing, animal and a person, thing, animal
place? and place?
(tack the word card (tack the word card
“NOUN “at the center of “NOUN “at the center of
the graphic organizer) the graphic organizer)

G. Evaluating learning (Distribute Individual Identify each picture;


Worksheet) underline the correct

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)

4. Place where you buy


fish -
5. Animal that can fly -

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

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 Two
Teacher Learning Area English
Time & Date Week 9, Day 2 Quarter First

244
I. OBJECTIVES
A. Content Demonstrate understanding of the letter- sound relationship
Standard between Mother Tongue and English for effective transfer of
learning

B. Performance Effectively transfer the knowledge of words from English word to


Standard other languages spoken

C. Learning Differentiate English words from other languages spoken at


Competencies home and in school.
/Objectives
EN2-V-g –h-01 (Vocabulary)
II. CONTENT Differentiating English words from other language spoken at
home and in school

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

I. Reviewing A. Opening song D. Opening song


previous B. Short review of Yesterday`s E. Short review of Yesterday`s
lesson or lesson lesson
presenting the C. Checking of assignment ( if F. Checking of assignment ( if
new lesson there is) there is)

245
J. Establishing a The Industrious The Industrious
purpose for Man Man
the lesson

Mang Cardo is a farmer. Mang Cardo is a farmer.


He is fifty years old. He is fifty years old.
He works in his own farm. He works in his own farm.
Every day, he goes to Every day, he goes to
work early and goes home work early and goes home
late. late.
He rides in his carabao. He rides in his carabao.
He brings his bolo and He brings his bolo and
basket with food for his lunch. basket with food for his lunch.
Mang Cardo is Mang Cardo is
industrious. He has plenty of industrious. He has plenty of
plants in the farm. plants in the farm.
(Have a short (Have a short
comprehension check-up about comprehension check-up
the story read) about the story read, allow
pupils to talk in their Mother
1. Who is Mang Cardo?
tongue or in Filipino to help
2. Where does he work? them feel comfortable when
sharing ideas. Then model how
3. What does he do in his to say it their answers in
work? English)
K. Presenting Read the following Read the following
examples/inst words/phrases used in the words/phrases used in the
ances of the story and give its translation in story and give its translation in
new lesson your Mother Tongue. (activity your Mother Tongue. (activity
chart) chart)

English Filipino M English Filipino M


T T
Farmer Magsasak Farmer Magsasak
a a
Own Farm Sariling Own Farm Sariling
sakahan sakahan
Go Pumupunt Go Pumupunt
a a
Early Maaga Early Maaga
Ride Sakay Ride Sakay

Bolo Itak Bolo Itak

246
Lunch Tanghalia Lunch Tanghalia
n n
Industriou Masipag Industriou Masipag
s s
Plenty Marami Plenty Marami

B. Discussing Mang Cardo harvested the Mang Cardo harvested the


new following fruits and vegetables following fruits and vegetables
concepts and in his farm. Will you help him in in his farm. Will you help him in
practicing giving the names of each giving the names of each
new skill # 1 picture/real objects in English, picture/real object in English,
Filipino or in your Mother Filipino or in your Mother
Tongue? Tongue?

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

D. Developing Play in triad: Play in triad:


mastery
(leads to  Pupil 1 –will pick picture  Pupil 1 –will pick picture
formative from the picture poll, he will from the picture poll, he will
assessment give the English word of the give the English word of the
3) picture. E.g. ( basket) picture. E.g. ( basket)
 Pupil 2 – will give the  Pupil 2 – will give the
Filipino word for it. (bayong Filipino word for it. (bayong)
)  Pupil 3- will give the name
 Pupil 3- will give the name in Mother tongue (bukag)-
in Mother tongue (bukag)- Bisaya
Bisaya
E. Finding Your father has a small Your father has a small
practical vegetable garden in your vegetable garden in your
applications backyard; will you help him, in backyard; will you help him, in
of concepts caring the plants? How? caring the plants? How?
and skills in
daily living
F. Making How did you learn How did you learn
generalizatio differentiating English words differentiating English words
ns and to other language spoken to at to other language spoken to at
abstractions home and school? ( like home and school? ( like
about the Filipino and Mother tongue) Filipino and Mother tongue)
lesson
G. Evaluating Look at the picture, and Fill in Look at the picture, and Fill in
learning the blanks with correct word: the blanks with correct word:

1. 1.

248
English name English name

Filipino name Filipino name

Mother tongue Mother tongue

2. 2.
English name English name
Filipino Filipino
Mother tongue Mother tongue

3. 3.
English name English name

Filipino Filipino

Mother tongue Mother tongue

4. 4.
English name English name

Filipino Filipino
Mother Tongue Mother Tongue

(prepare an individual ( prepare an individual


worksheet for this activity) worksheet for this activity)

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.

B. Performance Standard Correctly hears and record sounds in words


C. Learning Supply words that rhyme with a given words.
Competencies/Objectives

EN2-PA-Ih-2.4 (Phonological Awareness)

II. CONTENT RHYMING WORDS


III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 236 - 238
2. Learner’s Materials pages
3. Textbook pages

4. Additional Materials from Taylor, A. & Taylor, J. (1806) Twinkle, Twinkle Little
Learning Resource (LR) Star In Rhymes for Nursery. http://www.
portal

B. Other Learning Charts, activity sheets, word cards/meta cards, copy


Resources of song “Jack and Jill”, Activity cards/sheets, Manila
Paper, Marker, Crayons
IV. PROCEDURE Advanced Learners Average Learners

A. Reviewing previous Have a short review on Have a short review on


lesson or presenting the Words with Same Words with Same
new lesson beginning and Ending beginning and Ending
Sound, through simple Sound, through simple
exercise. exercise.
Direction: Direction:
Jump forward if the pair Jump forward if the pair
of words that I (teacher) of words that I (teacher)
will say have the will say have the
beginning sound, and beginning sound, and

jump backward if they jump backward if they


have the same ending have the same ending
sound. sound.

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

B. Establishing a purpose for Showing a picture of a


the lesson tree.
Post the Song, “
Twinkle, Twinkle Little
Star”
Have you seen a
real tree? What tree/s do
you know? Are trees
important to us? What do Let us sing the song
trees give us? “Twinkle, Twinkle Little
Star”

Listen as the teacher


read the poem, “Tress
“by Harry Behn
Twinkle, Twinkle Little
Tress Star
By: Harry Behn

Twinkle, twinkle little star,


Trees are the kindest How I wonder what you
things I know, are;
They do no harm, they Up above the world so
simply grow high
And spread a shade for Like a diamond in the sky!
sleepy cows,
Twinkle, twinkle little star,
And gather birds among
their bows. How I wonder what you
are.

They give us fruit in


leaves above, When the blazing sun is
gone,
And wood to make our
houses of, When there’s nothing he
shines upon.

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.

And when a moon floats


on the sky
They hum a drowsy
lullaby
Of sleepy children long
ago…
Trees are the kindest
things I know.

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.

What do you notice


about the sound of these
pair of words? Do they
sound the same? What

254
do you call these pair of
words?
Continue reading
the poem, then give the
word that rhyme with:

 begun -
 light -
 sky -
 ago -

D. Discussing new concepts Guided practice Guided practice


and practicing new skill # 1

Post a copy of the Post a copy of the


song, “Jack and Jill”, then song, “Jack and Jill”, then
let pupils look for the pair let pupils look for the pair
of words that sounds the of words that sounds the
same. same.

Jack and Jill Jack and Jill

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.

E. Discussing new concepts Group activity Group activity


and practicing new skills # 2
1. Group pupils into 3 1. Group pupils into 3
2. Recall norms to
follow during group 2. Recall norms to follow
work during group work
3. Distribution of
3. Distribution of
materials for the
activity ( activity materials for the
cards, manila paper, activity ( activity cards,
marker) manila paper, marker,
4. Giving /explaining crayons)
the procedure of
each activity.
5. Activity proper

255
4. Giving /explaining the
procedure of each
Group 1 - write 10 words
activity.
that rhymes with word
wall. 5.Activity proper

Group -2 – List the Group 1 – Identify and


names of your underline the
classmates that have the rhyming words in the
same sound. Nursery rhyme, “One,
Two, tie my shoe”

Group 3 - Read the


nursery rhyme, “One, (write this nursery rhyme
Two, tie my shoe”, and in manila paper)
underline the rhyming
words. Chart)
Group -2 – Read each set
words, put a circle to
6. Presentation of rhyming words in each
output. row.
7. Process the
result of the 1. Lice mice fish
activity 2. Play cry
8. Rewarding buy
3. Laid stood
made
4. Light star
night

Group 3 - color the


pictures that rhyme, as
the teacher gives the
name of the picture in
each row:
1.(pictures of) hat bat
dog

2.(pictures of) hen


chick pen

3.(pictures of) Fan


pin van
4.(pictures of) boat
goat cat

256
5.( pictures of) pail
bell whell

5. Presentation of output.
6. Process the result of
the activity
7. Rewarding

F. Developing mastery (leads


to formative assessment 3)
Independent practice Independent practice
Clap your hands, and Clap your hands, and say
say “YES!” if the pair of “YES!” if the pair of words
words are rhyming are rhyming words, and
words, and Stamp your Stamp your foot and say
foot and say “NO!” if it “NO!” if it does not rhyme.
does not rhyme. Then Then give a word that
give a word that rhyme rhyme with the given
with the given word. word.
(prepare word cards / ( prepare word cards /
materials equal to materials equal to number
number of pupils present of pupils present in the
in the class) class)

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?

H. Making generalizations and What do you


abstractions about the call the pair of words with What do you
lesson the same sound? Give call the pair of words with
example. the same sound? Give
example.

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)

EN2-BPK–Ii-j-5 (Book & Print Knowledge)

II. CONTENT Recognizing Proper Eye Movement Skills


(Reading Readiness)
Left- to- right
Top to bottom
Return sweep
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide ( English Expressways Reading and Language
pages 1, Teachers Manual pp. XXIV)
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials Illustrations/ drawing or video presentation of:
from Learning
Resource (LR) portal  -left- to- right eye movement
 -top to bottom
 - return sweep

B. Other Learning Video clips/ Illustrations of proper eye-


Resources movement in Reading Readiness, Activity
charts, Meta – strips, Number cards

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.

2. Establishing a Video presentation or Video presentation


purpose for the illustration of: or illustration of:
lesson

1. Left –to-right eye 1. Left –to-right eye


movement movement
e.g., Picture of e.g., Picture of
a dog running a dog running
toward a bone near toward a bone near
the doghouse the doghouse

2. Top to bottom 2. Top to bottom


e.g., Picture of e.g., Picture of
a cat jumped from a cat jumped from
the roof of a house the roof of a house
to the ground. to the ground.

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.)

(Allow the pupils to


express themselves
in their Mother
Tongue or in Filipino
to help them feel
comfortable when
sharing their ideas.
Then model how to
say their responses
in English

4. Presenting Each illustration, has Each illustration, has


examples/instances something to do, with something to do,
of the new lesson proper eye movement in with proper eye
reading. movement in
reading.
 Illustration number 1,
shows the – left – to-  Illustration
right eye movement. number 1, shows
 Illustration number 2, the – left – to-
shows the -top to right eye
bottom eye movement.
movement  Illustration
 The 3rd Illustration, number 2, shows
shows the –return the -top to
sweep eye bottom eye
movement. movement
 The 3rd
Illustration,
shows the –
return sweep eye
move
5. Discussing new Guided Activity Guided
concepts and Activity
practicing new skill Let`s group yourselves
#1 into 3 and do some Loco Let`s group
Motor movement. yourselves into 3 and

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)

6. Discussing new Group Activity Group


concepts and Activity
practicing new skills
#2  Group pupils into
 Group pupils
three
into three
 Recall some norms
 Recall some
to follow while
norms to follow
doing the activity.
while doing the
 Distribution of
activity.
activity sheets/
 Distribution of
chart and direction
activity sheets/
for the activity
chart and
*group I-
direction for the
Read the
activity
words in the
*group I-
Activity chart
Read the
using Left-to-
words in
right eye
the Activity
movement
chart using

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

8. Finding practical What will you do at What will you do at


applications of home during Saturday home during
concepts and skills in and Sunday so that you Saturday and
daily living may become a good Sunday so that you
and fast reader? Select may become a good
from the two pictures and fast reader?
below: Select from the two
pictures below:

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.

9. Making What are the three What are the three


generalizations and eye movements use in eye movements use
abstractions about the reading readiness? in reading
lesson readiness?
10. Evaluating learning Individual Oral Individual Oral
Evaluation Evaluation
Every pupil will pick a Every pupil will pick
number card in the box. a number card in the
He/She will read the box. He/She will read
writings tacked on the the writings tacked
board base from the on the board base
number he/she had from the number
picked: he/she had.

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

1. Recognize names of 4 8 – 11 27%


people, objects or things,
animals and places.

2. Differentiate English
words from other languages
4 12 – 15 27%
spoken at home and in
school.

3. Supply words that rhyme


with a given words.
4 4–7 27%

4. Recognize proper eye


movement.

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.

a. left-to-right eye movement


b. top to bottom eye movement
c. return swipe

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.

4. Come and look


I have a new .
a. bag b. pencil c. book

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.

8. I love my pet dog.

9. I give it left-over milk and food to eat.

10. We used to play in the park during Saturday.

11. Alyana gave this dog to me on my birthday.

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.

This is a bird. In Filipino it is called , and in Mother


Tongue, I called it . (12)
(13)

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

C. Learning Supply rhyming words in response to spoken words.


Competencies/
Objectives
EN2-PA-Ii-j-2-4 (Phonological Awareness)
II. CONTENT Rhyming Words
Values Integration: Carefulness
III. LEARNING
RESOURCES
A. References CG p. 23
1. Teacher’s TM pp. 34-35
Guides/Pages
2. Learner’s Materials LM pp. 41-42
Pages
3. Textbook Pages

4. Additional Materials Old Rhymes “Little Miss Muffet”


from Learning
Resources (LR)
portal
B. Other Learning
Resources
IV.PROCEDURES

A. Reviewing previous 1. Drill


lesson or presenting tan-can hen-pen tin-pin
the new lesson ran-van men-ten pig-wig
man-fan Ben-Yen leg-peg etc.

B. Establishing a Unlock the words:


purpose for the
lesson 1. little-small (showing pictures that shows small –
big)

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.

C. Presenting Presenting the rhymes to the pupils


examples/ instances
of the new lesson Little Miss Muffet
Little Miss Muffet,
She sat on a tuffet,
Eating her curds and whey;
Down came a spider,
Which sat down beside her,
And frightened Miss Muffet away!

 Reading aloud and stop at strategic points to


emphasize the rhyming words.
 Let the pupils follow reading.

D. Discussing new Talk about the rhymes through discussion questions


concepts and practicing to monitor comprehension using WH-questions.
new skills #1
1. Who sat on a tuffet?
2. Where did little Miss Muffet sit?
3. What did she eat? Etc.

E. Discussing new Let the pupils identify/supply the rhyming words as


concepts and practicing the teacher reads again the presented rhymes.
new skills #2
Identify the rhyming words.

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.)

G. Finding practical/ Values integration through asking question.


applications of concepts
and skills in daily living
Focus: Being careful at all times

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

I. Evaluating Learning Assess the pupils’ understanding.

Direction: Connect the rhyming words in Column A


with Column B.
A. B.
1. Teacher a. mouse
2. Floor b. tall
3. Boy c. slipper
4. House d. door
5. Small e. toy

J. Additional activities for Memorize simple rhymes at home.


application or
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.

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

1. a cat and a rat 3. net - wet

4. wig - pig

5. bag - tag
2. a bag and a rat

278
3. a fan and a van

B. Establishing a purpose Call pupils to answer the following questions.


for the lesson Tell the pupils to say their answer in complete
sentence. Write their answers on the board.
(Answer vary)
1. What is your name?
(My name is Anna Ramos.)
2. Where do you live?
(I live in Milagros, Masbate.)
3. What is your favorite
toy? (My favorite toy is
doll.)
4. Do you have a pet? What is it?
(Yes, my pet is dog.)
5. When is your birthday?
(My birthday is on November 20, 2011.)
C. Presenting Going back to your answers. Let the pupils read
examples/instances of the sentences. (Base on the pupil’s answer)
the new lesson
Example:
1. My name is Anna Ramos.
2. I live in Milagros, Masbate.
3. My favorite toy is doll.
4. Yes, my pet is dog.
5. My birthday is on November
20, 2011.

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?

Say: Names of persons, places, things, animals


and events are called Noun.

Who can give another example of nouns


(persons, places, things, animals, events)?
(write the pupil’s answer in the chart)
E. Discussing new concepts Read the Pick a word inside the box
and practicing new skills sentences below and place it inside the
#2 and encircle the basket of Noun if it is a
nouns. noun.
1. Uncle Ed sent
a big box.
2. There are two
bars of
chocolates.
3. The bag has a
tag. love Mother Tina
4. Muning is box one thank
inside the box. read Muning bag
5. Let’s send a belt laugh
card to uncle Timmy
Ed.

F. Developing mastery (Divide the class Blue Group:


(leads to formative in 3 groups.)
Person PlaceEncircle
ThingtheAnimal
noun in the
Event
assessment 3) What should we following sentences.
remember in 1. Lina has a pen.
doing the group 2. Berta and Noel are
tasks? good friends.
3. Don-Don is playing
Pink Group: a ball.
Read the short 4. Jean is reading a

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.

(Check the pupil’s


output)
G. Finding practical Recognize the Read the word in the
applications of concepts noun in the flashcards and paste it in
and skills in daily living sentence below the right column.
and write it in the
strips of cartolina.
1. I received a gift
from my ninong
last Christmas.
2. My sister went
to Masbate elephant Christmas
yesterday. church table
3. Vina loves to Oscar Mother’s Day
read books. doctor Browny
4. Rita has a new
book school
blue gown.
5. Last Mother’s
Day, I gave
three red roses
to my mother.

Do you have any questions about our lesson?


Do you have anything to share about our
lesson?
H. Making generalizations
and abstraction about the What is a noun?
lesson

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

2. The bell is ringing.


3. Gina is beautiful.
4. I enjoyed my vacation in Manila last
summer.
5. The cat is purring.

Write the name of the picture and use it in a


sentence.

1. 2. 3.
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?

282
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?

283
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

B. Performance properly identifies and describes people, animals,


Standard places, things and uses them in a variety of oral and
written theme-based activities

C. Learning Recognize the use of a /an + noun


Competencies/
Objectives
EN2-G-Ii-9.2 (Grammar)
II. CONTENT Use of a and an + noun
III. LEARNING
RESOURCES
A. References
1. Teacher’s K to 12 Curriculum 2014 Edition 292-294
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resources
(LR) portal
B. Other Learning
Resources
IV. PROCEDURE Advanced Average
A. Reviewing Name the things that you Name the things that you
previous lesson or see inside the room. see inside the room.
presenting the new
lesson
B. Establishing a Let them sing the alphabet song.
purpose for the
lesson Flash the letter. Let the learners identify if it is vowel or
consonant.
Let the learners pick an object in their bag.

284
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.

C. Presenting Repeat this activity using different objects until the


examples learners are able to master the pattern.
/instances of the
new lesson
D. Discussing new Group Activity: Group Activity:
concepts and
practicing new skill Divide the class into group with Use a or an.
#1 three (3) members each. Look
around and share with the
group about the things around picture of an
using a or an.
avocado
avocado

picture of
a chair

chair

picture of
a fan
fan

picture of
an atis
atis

picture of
airplane
an airplane

285
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.

Fill in each blank with a or Box the correct answer.


an.
G. Finding practical Mary: I need to make ( a,
applications of Mary: I need to make an) fruit salad for my
concepts and skills fruit salad for my sister.
in daily living sister.
I think I need (a, an) glass
I think I need glass of milk, (a, an) slice of
of milk, slice of pineapple
pineapple banana
(a,an) banana and (a, an)
and grape.
grape.
John: Maybe
John: Maybe ( a, an) apple
apple too.
too.
Mary: Yes, I need
Mary: Yes, I need (a, an )
cream, too.
cream, too.
John: It sounds delicious!
John: It sounds delicious!

H. Making An article is a word that comes before a noun.


generalizations
and abstractions Use a and an with singular nouns.
about the lesson Use a if the next word starts with a consonant sounds.
Use an if the next word starts with a vowel sounds.

286
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.

287
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

C. Learning Identify the English equivalent of words in the Mother


Competencies Tongue or in Filipino
/Objectives
EN2-V-First Quarter Week 10 -1 (Vocabulary)

II.CONTENT Identifying the English Equivalent of Words in the


Mother Tongue or in Filipino
Values Integration: Care for Animals; Home Safety

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

A. Reviewing Complete the sentence using a and an.


previous lesson
or presenting 1. Ben eats apple every day.
the new lesson 2. I saw bird on the tree.
3. Dan found pencil under the table.
4. Mother gave me umbrella.
5. There is elephant at the zoo.

289
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:

bag – bag yoyo – yoyo zipper – zipper


juice – juice ruler – ruler zoo – zoo

290
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.

291
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.

Group A: Supply Me!


A B
Pupils will write the English
1. cat a. aso
and Filipino words of the
2. dog b. baboy
given pictures.
3. pig c. daga
4. rat d. baka
5. cow e. pusa
f. isda
Group C: Word Graph
Group members will be
given cards with English
and Filipino words. They
will match the word card to
the picture. They will also
identify whether it is
English or Filipino word.
Englis Filipin
h o
umbrella van leaf
1.pictur
e of a
house lapis book dahon van
2.pictur
e of an
egg aklat payong pencil

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

292
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)

G. Finding practical There are many things found in our home.


applications of
concepts and What are the things/objects found in your home that
skills in daily should be kept out of your reach and your younger
living brother/sister?
(expected answers: knife – kutsilyo, matches – posporo,
medicines – gamot, needles – karayom, etc.)
Why should we put these things in a safe place?

(expected answers: to avoid accident; to keep us out of


danger; to keep us safe)

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.)

293
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

B. Read the sentences. Identify the equivalent word


in Filipino of the underlined word. Choose the
answer inside the box.

mataba umupo basa kahon pula


bago

The road is wet.


1. The bag is in the box.
2. I have a red pen.
3. The boy sat on the chair.
4. The fat man has a hat.

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

LEARNING COMPETENCIES NO. OF PERCENTAGE ITEM


ITEMS PLACEMENT
1. Recognize the use of a/an + 6 30% 1-6
noun

2. Identify the English equivalent 6 30% 7-12


of words in the Mother Tongue
or in Filipino

3. Recognize nouns in simple 6 30% 13-18


sentences

4. Supply rhyming words in 2 10% 19-20


response to spoken words

Total 20 100% 20

296
I. A. Encircle the correct answer.

1. There is (a, an) book on the table.


2. The family lives in (a, an) nipa hut.
3. My mother is (a, an) vendor.
4. We have (a, an) avocado tree in the backyard.
5. The hen lays (a, an) egg in the nest.
6. I bought (a, an) ice cream at the store.

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

II. Underline the nouns used in each sentence.

13. The children are in school.


14. The boys play in the park.
15. The girl has a red bag.
16. The baby drinks milk.
17. Mother goes to the market.
18. Grandma gave me a doll.

III. Write a word that rhymes with the underlined word.

19. My brother got my toy.


20. My dog bit the pages of my book.

297

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