School Grade Level Two

Teacher Learning Area MTB - MLE

Time & Date Week 1, Day 1 Quarter Second

I. Objectives:

A. Content Standards Demonstrates the ability to read grade one

level text with sufficient accuracy, speed
and expression to support comprehension.
B. Performance Standards Reads with sufficient speed, accuracy and
proper expression in reading grade level
text.
C. Learning Competencies 1. Relate one’s own experiences and ideas
related to the topics using a variety of
words with proper phrasing and intonation.
MT2OL-IIa-c-10.1
2. Read a large number of regularly spelled
multi syllabic words.
MT2PWR-IIa-b-7.3
3. Read aloud grade level text with an accuracy of
95 – 100%.
MT2F-IIa-i-1.4
II. CONTENT Relating one’s own experiences and ideas related to
the topic.
Theme: My Family and I: Likes and Dislikes

“Pangataman sa Kapalibutan”
ni: Emy B. Barja

Values Integration: Cooperation and Helpfulness

III. LEARNING
RESOURCES
A. References: K to 12 Curriculum Guide 2016 p. 96
1. Teacher’s Guide 87 – 89
Pages:
2. Learner’s Material 45 – 47
Pages:
3. Textbook Pages:
4. Additional from
Learning
Resources (LR)
Portal
B. Other Learning MTB – MLE Supplementary Reading Materials
Resources: Picture illustrated by: Camillea B. Azul
Igwa Kitang Bisita
ni Karen Faye S. Bello
ESP LM p. 80
IV. PROCEDURES
A. Reviewing previous Have you heard a chant?
lesson or presenting Say: If you have visitors, How do you greet them?
the new lesson (We greet them in a chant way.)

The teacher will give a sample of a chant.

Present a chant:

Igwa Kitang Bisita

ni : Karen Faye S. Bello

Aha! Aha!
Igwa kitang bisita
Igwa kitang bisita

Ano? Ano?
Igwa kitang bisita?
Igwa kitang bisita?

Siisay? Siisay?
Hilingon ta daw.
Hilingon ta daw.

Padagosa! Padagosa!
Dangan patukawa.
Dangan patukawa.

Hapota man, hapota man

Kun ano an tuyo niya.
Kun ano an tuyo niya.

Diyos mabalos po!

Diyos mabalos po!
Kan saindong pagbisita.

B. Establishing a Give the background information about a chant:

purpose for Chant - is a term to refer to liturgical music of
the lesson western church which was monophonic with
free rhythm at this particular historical period.

- a repeated rhythmic phrase, typically one

shouted or sung in unison by a crowd.

C. Presenting Talk about the picture posted on the board.

examples / (People in the community helping one another.)
instances of the new
lesson
 1. What can you say about the picture?
2. Where can we see this?
3. Why are they helping in cleaning the
surroundings?
4. Does your family help in cleaning the
surroundings?
5. Do you help in making your houses and
surroundings clean and safe? In what way?
Why?

D. Discussing Present the chant:

new/concepts (Teacher recites the chant as the pupils listen.)
and practicing new
skills #1 Pangataman sa Kapalibutan
ni: Emy B. Barja

Kaipuhan mo, kaipuhan ko

Kaipuhan tang gabos
Malinig na harong, marhay na harong
Sa laog, sa luwas pati an bubong.

Kapalibutan satong kaipuhan

Dai paglingawan, pangatamanon
Magmangno sa nasasakupan
Pagtapok ki basura maski sain likayan
Tangani kita dai maghelang.

Ataman na hayop dai pagpabayan

Ikaag sa tamang liugar, dai pagbuhian
Baka, orig, karabaw, kanding, maging ayam man
Ngani dai madistroso mga pananom na magayon
Mga kataning daing reklamo, sigurado ika aarugon.

Ako matabang, ika magtabang

Kita gabos magtarabang
Pangataman sa kapalibutan, bilog na komunidad
Ipadagos, ipadagos hanggang sa magka-edad.
 a. Comprehension check up:
a. What is the chant/rap about?
b. What should we do with our houses?
c. What part of our house should be
cleaned? Why?
d. What should we do with our garbage?
Why?
e. What should we do with pets/animals?
Why?
f. What other things can we do to make
our house, surroundings clean and
safe to live?
g. Who should help in cleaning our
houses? our surroundings?
h. What will happen if our home and our
surroundings are clean and safe?
E. Discussing Teacher recites the chant/rap together with the pupils.
new/concepts Pupils recite the chant in class.
and practicing new
skills #2
F. Developing Mastery Group the pupils into three groups. Distribute a copy
(leads to formative of the chant. Each group will have a copy of the
assessment 3) chant. Present the scoring rubric to the learners.

Excellent Very Good Good Poor

(5 pts.) (4 pts.) (3 pts.) (2 pts.)
Reading Reading Reading Reading
all of the 50% of the 25% of the 10% of
lines of lines of the lines of the the lines
the chant chant with chant with of the
with correct correct chant with
correct phrasing phrasing correct
phrasing and and phrasing
and intonation intonation. and
intonation all the time. intonation.
all the
time.

Delivers Delivers Delivers Does not

lines with lines with lines with deliver
diction diction and diction and lines with
and stress stress to stress to diction
to emphasize emphasize and
emphasize content content stress.
important most of the sometimes.
content time.
always.
 Well Inconsistent Reads Reads too
modulated of voice softly. softly.
voice. volume

G. Finding practical
application of
concepts and skills Form three groups for the activity. In eliciting one’s
in daily living. own experiences, let the learners form the jig saw
puzzle. In developing the following values: Helping
one another, Be a good keeper, and Proper waste
disposal.

Group I Group II Group III

Picture of a Picture of Picture of

family helping animals keep in people
one another proper place disposing their
garbage
correctly

H. Making
generalizations and How did you find the activity?
abstraction about Is it important to cooperate and be of help to other
the lesson people? State your idea.

I. Evaluating learning Form 3 groups to recite the chant.

“Magtarabangan”
ni: Emy B. Barja

Samong harong ataman ming marhay

Pirming malinig, pag may raot pipakarhay
Ni manoy dangan ni itay
Maraot na tawo maging hayop dai makalaog
Palibot ki kudal maski sa luwas magkaturog.

Mga kataning mi maogma pirmi

Daing naghehelang daing dengue
Langaw namok maski ipis, dai kang mahihiling
Maski sain ka magkiling.

Mga tawo disiplinado

Magpuon sa harong, sa bilog na kapalibutan
Kaipuhan lambang saro dapat masabutan
Benepisyo bako sana samo
Para man sa gabos na tawo.
 Guided Performance (Make a rubrics)

5 4 3 2 1
Reading Reading Reading Reading Reading
aloud aloud aloud aloud aloud
the lines the lines the lines the lines the lines
of the of the of the of the of the
chant chant chant chant chant
with an with an with an with an with an
accurac accurac accurac accurac accurac
y of 95 y of 85 y of 75 y of 65 y of 55
– 100%. – 90%. – 80%. – 70%. – 60%.
J. Additional activities Memorize the chant “Pangataman sa Kapalibutan”
for application on and be able to recite it with proper intonation and
remediation phrasing.
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.
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 Grade Level Two
Teacher Learning Area MTB - MLE
Time & Date Week 1, Day 2 Quarter Second

I. Objectives:

A. Content Demonstrates the ability to formulate ideas into

Standards sentences or longer texts using developmental and
conventional spelling.
B. Performance Uses basic knowledge and skills to write clear coherent
Standards sentences and simple paragraphs based on a variety of
stimulus materials.
C. Learning 1. Read with understanding grade level text.
Competencies MT2PWR-IIa-d-75
2. Read grade level texts with appropriate speed.
MT2F-IIa-i-1.5
3. Write paragraphs using subject, object and possessive
pronouns observing the convention of writing.
MT2C-IIa-i-2.2
4. Correctly spell grade level words.
MT2PWR-IIa-i-6.3
II. CONTENT: Theme: My Family and I: Likes and Dislikes
Pansalida (Panghalip) (Personal Pronouns)
III. LEARNING
RESOURCES:
A. References: Curriculum Guide 2016 p. 97
1. Teacher’s 91 - 94
Guide
Pages:
2. Learner’s
Material 41 - 44
Pages:
3. Textbook
Pages:
4. Additional
from
Learning
Resources
(LR) Portal
B. Other
Learning Madya Magbarasa Kita (Ortograpiya) ph. 23 - 24
Resources:
IV. PROCEDURES
A. Reviewing What was our chant yesterday?
previous 1. Present again the chant “Pangataman sa
lesson Kapalibutan”
 or presenting 2. Let the pupils recite the chant while tapping their table
the new and by clapping their hands.
lesson 3. Call several pupils to recite the chant

B. Establishing 1. Let the pupils read the sentences from the

a purpose chant.
for
the lesson Ako matabang.
Ika matabang.
Siya
magtabang.
Kita gabos
magtarabang.

C. Presenting Say again the sentences this time call pupils to act it out
examples / while saying the sentences. Let the learners observe
instances of carefully as to whom and who is saying in each sentence.
the new (Refer to LM pp.90)
lesson
a. Who said “Ako Matabang?” (The one speaking)
When we say ako, who do we mean?
How many person are talking when we use ako?
When do we use ako?
b. Whom did Keah ask to help? (Refer to other person)
Do Keah talking to Sofia?
What did Keah use instead of Sofia’s name?
How many person do we mean when using ika?
c. Who did Keah say that will help also? (Althea)
What did Keah use instead of the name of the person
they are talking? (Siya)
How many person are we talking when we use siya?
When do we use siya?
d. Who said “Kita gabos magtarabang?
e. When do we use “Kita in the sentence?
Say: The teacher may ask “Kamo gusto nindo
magtabang?
f. Who do we mean when we use “Kamo ?
When do we use “Kamo”?

D. Discussing Identify the pronouns used in the sentence.

new/concepts
and 1. Masurat ako sa sakuyang barkada.
practicing 2. Sa Biyernes maduman kita sa simbahan.
new skills #13. Sinda sana an napili na mabayle sa programa.
4. Ana, ika baga an madara ki bola sa aga.
5. Marhay na hapon po, siya po an sakuyang ina.
E. Discussing Call pupils to the front. Let them choose and box the
new/concepts pronoun used in the sentence.
 and 1. Ako ay lider sa aga sa pagpangadyi.
practicing 2. Si Jeraldine an bago mi na kaklase. Siya an maboot na
new skills #2 aki.
3. Maduman kami sa ayala Mall sa maabot na Sabado.
4. Dakul ng awot sa natad, magtarabang kita na maghawan.
5. Keah, althea saka Sofia, kamo an madara ki libro sa
Martes.

F. Developing Complete the story using the correct pronouns.

Mastery
(leads to ___________ si Mutya. Si Jiya saro sa tugang ko. Nasa
formative ikaduwang grado ___________. Igwa pa ako nin tulong
assessment tugang. Nag-iistar _________ harani sa harong kan mga
3) pinsan mi. ____________ an kakawat mi kada Domingo.
May mga pinsan man __________ harani sa saindo?

G. Finding Group the learner into four groups. Distribute the picture to
practical the group. Have them write a paragraph based from the
application picture using the correct pronoun. The leader will be the one
of concepts to present their output.
and skills in
daily living. Group I

Group II

Group III
 Group IV

H. Making What is a pronoun?

generalizations When do we use ako, ika, siya?
and abstraction When do we use kita, kami, sinda, kamo?
about the
lesson
I. Evaluating Write a paragraph about the topic. “An Pamamasyar” using
learning the correct pronoun. (The teacher may guide the learners in
making the paragraph).

An Pamamasyar

________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________.

Rubrics:

1 2 3 4 5
20% of 40% of 60% of 80% of 100% of
the the the the the
concept concept concept concept concept
presented presented presented presented presented
is correct is correct is correct is correct is correct

J. Additional
activities Use the following pronouns in sentences ako, ika, siya, kita,
for application kami.
on 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.
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 Grade Level Two
Teacher Learning Area MTB - MLE
Time & Date Week 1, Day 3 Quarter Second

I. Objectives:
A. Content Demonstrate awareness of language. grammar and
Standards usage when speaking and / or writing.

B. Performance Speaks and / or writes correctly for different purposes

Standards using the basic grammar of the language.

C. Learning 1. Read grade level texts with appropriate intonation,

Competencies expression, and punctuation cues when applicable.
MT2F-IIa-i-1.6
2. Identify and use the following pronouns when
applicable.
MT2GA-IIa-e-2.2.7
a. Demonstrative pronouns (ito, iyan, dito, diyan,
doon)
II. CONTENT: Theme: My Family and I: Likes and Dislikes

Pansalida (Pronouns) Demonstrative Pronoun.

Istorya: Bicol Express
ni Joy Karen A. Manlapas
III. LEARNING
RESOURCES:
A. References: Curriculum Guide 2016 p. 96 - 97
1. Teacher’s
Guide
Pages:
2. Learner’s
Material
Pages:
3. Textbook
Pages:
4. Additional
from
Learning
Resources
(LR) Portal
B. Other Pictures illustrated by: Camillea B. Azul
Learning
Resources:
IV. PROCEDURES
A. Reviewing What was the topic/lesson that you’ve learned yesterday?
previous lesson Read the sentences that you prepared using correct
or presenting personal pronouns. (Call several pupils)
the new lesson
B. Establishing What is your favorite food?
a purpose for Have you tasted Bicol Express?
the lesson How does it taste?
Who among you here love to eat Bicol express?

We are going to read a story about Bicol Express.

Unlocking of words:

bandehado Bikolano Bicol Express

suriyaw maharang

bandehado – (through picture)

Bikolano - mga tawong naka istar sa bicol
Bicol Express – midbid na lutong bikol na an namit
maharang kadakul lada na niluto sa
natok
suriyaw – (act out)
maharang – pagkaon na may lada
C. Presenting Motive Question:
examples / What happened to Lina when she ate Bicol Express?
instances of the Why?
new lesson (The teacher reads the story)

Bicol Express
ni: Joy Karen A. Manlapas

“Ahhhhh!” makusog na suriyaw ni Lina

mantang nagkakaon nin pangudtuhan.
“O naano ka Lina?”, ngalas na hapot kan saiyang
ina na si Nanay Alma mantang nagluluwag nin maluto sa
bandehado.
“Maharangon po palan ining gulay na pigluto mo.
Nalada po ako. Grabeng lanit po an nematian ko sa
sakong dila!” simbag ni Lina pagkatapos mag-inom nin
tubig. “Kawasa kaya bako iyan basta-bastang gulay na
pigkaon mo. Bikol express an apod diyan. “an sabi ni
Nanay Alma.
“Bicol Express!” ngalas na utro ni Lina. “Iyo, Bicol
Express. Kitang mga Bikolano mahilig sa pagkaon na
iyan, saro sa mga midbid na pagkaon digdi sa satuyang
lugar,” paliwanag kan saiyang ina.
Nagkua nin diit asin kinaon ni Nanay Alma an Bicol
Express na garo dai naharangan.
“Wow! Matibayon ka man po Mama! Nata ta garo dai
ka naharangan?”
“Aw siyempre man ta tuod na ako magkaon kaining
Bicol Express, “ simbag ni Nanay Alma. “Kaya ika sa
masunod, bago ka magkaon nin anuman na nahiling
mong pagkaon, maghapot ka ngona, hilinga ta nalada ka
 lugod, “pakaraw na pagirumdom kan ina na si Nanay
Alma.
“Iyo po mama, nagngingirit na sabi ni Lina.
D. Discussing Comprehension check up:
new/concepts 1. Who are the characters in the story?
and practicing 2. What is the setting of the story?
new skills #1 3. What happened to Lina when she ate lunch?
4. What did her mother tell her?
5. What do people in Bicol like to eat?
6. Is mother used to eating bicol express? Why?
7. What lesson did Aling Alma tell her daughter?
E. Discussing Read the following sentences with pronouns used from the
new/concepts story. Identify them.
and practicing 1. “Maharang po palan ining gulay na pigluto mo
new skills #2 2. “Kawasa kaya bako iyan basta-bastang gulay na
pigkaon mo. Bicol express an apod diyan.”
3. Kitang mga Bikolano mahilig sa pagkaon na iyan.”
Saro sa mga midbid na pagkaon digdi sa satuyang
lugar,” paaliwanag kan saiyang ina.

What pronoun is used when the person is holding the

thing?
What are the pronouns used to point something near the
object, thing, person and place?
These are the pronouns used to point something that is
near from the person who is talking (iyan, diyan, digdi).
Say:
An Ini – piggamit na panturo sa mga bagay na harani sa
nagtataram. Nakakaputan o naaabot an bagay.
An iyan, diyan, digdi ay mga pansalidang panturo na
piggamit sa mga bagay na pigtuturo na harani sa
nagtataram).
F. Developing Look at the pictures.Write sentences using ini, iyan, diyan,
Mastery (leads to digdi sa pangungusap.
formative
assessment 3) 1.

__________________________________
2.

_____________________________________

3.

____________________________________

4.

____________________________________
 5.

____________________________________

G. Finding practical Midbidon an mga tataramon na pansalida na panturo asin

application of kuritan.
concepts and 1. Nahiling mo sa mapa an Boracay diyan?
skills in daily 2. Sako an pulang bag. Ini an dadarahon ko sa
living biyahe.
3. Digdi sa natindugan ko naglakaw-lakaw an mga itik.
4. Iyan kaya an nawawarang aki? Hapot ni Mark.
5. Iwalat mo diyan sa gilid an tsinelas mo.
H. Making
generalizations What are demonstrative pronouns?
and abstraction When do we use ini, iyan, diyan asin digdi?
about the lesson
I. Evaluating Basahon an mga tataramon asin ikahon an mga
learning pansalidang panturo na ginamit.

1. Bako iyan na puto an dapat ilaag sa plato, kundi ini

na prutas.
2. Nata diyan ka naghihiling sa itaas digdi ka
maghiling
sa inotan tanganing makalakaw ka nin tanos.
3. Sa paghuna mo magabat ini na dara ko? Hapot ni
Liza.
4. Siisay digdi sa duwa an tatao magkanta?
5. Ano iyan na mapanas na kapot mo?

J. Additional
activities for Gamiton sa sadiring tataramon an pansalidang panturo na
application on ini, iyan, diyan at digdi
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.
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?