MATATAG K TO 10 CURRICULUM

School: BAGONG SILANG ELEMENTARY SCHOOL Grade Level: 2

MATATAG Name of Teacher ROXANNE S. OBEDENCIA Learning Area: English
K to 10 Curriculum Teaching Dates and Time: JULY 28 – AUGUST 1, 2025 (WEEK 7) Quarter: First
Weekly Lesson Log

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate phonological awareness and phonic knowledge in decoding developmentally appropriate
A. Content Standards
words; and understand and create simple sentences to express meaning about oneself, family, and everyday topics.
The learners use phonological, phonic, and alphabet knowledge to read/write words accurately; decode high
B. Performance frequency words and some content-specific vocabulary; use phrases or simple sentences to express ideas about
Standards oneself, family, and everyday topics; and read grade level sentences with appropriate speed, accuracy, and
expression.
EN2CAT-I-1 Read grade EN2VWK-I-1 Identify EN2CAT-I-1 Read grade EN2GAGS-I-5 Identify
level sentences with high-frequency words level sentences with the parts of simple
appropriate speed, accurately. appropriate speed, accuracy, sentences: (who/what,
accuracy, and expression and expression what are they doing,
EN2CAT-I-1 Read grade when/where/how).
EN2CAT-I-3 Comprehend level sentences with EN2CAT-I-3 Comprehend 2. asking
informational texts. appropriate speed, informational texts. sentences
1. Note at least three accuracy, and expression. 1. Note at least three (interrogative)
significant details in significant details in
C. Learning informational texts. EN2CAT-I-3 Comprehend informational texts. EN2GAGS-I-6 Use
Competencies 3. Identify text types: time informational texts. 3. Identify text types: time correct capitalization
order and procedural. 1. Note at least three order and procedural. and punctuation for
significant details in simple sentences.
EN2GAGS-I-7 Identify informational texts. EN2GAGS-I-7 Identify 2. asking sentences
discourse markers for a 2. Identify problem discourse markers for a (interrogative)
given text type: time order and solution. given text type: time order
and procedural. and procedural. EN2GAGS-I-4 Sequence
words to represent
meaning in simple
sentences.
2. asking sentences
(interrogative)

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 MATATAG K TO 10 CURRICULUM

EN2CCT-I-8 Express ideas EN2CCT-I-8 Express ideas

using text types: time using text types: time EN2GAGS-I-2 Use simple
order and procedural. order and procedural. sentences to express ideas
about oneself and family.
EN2VWK-I-2 Use EN2VWK-I-2 Use
vocabulary referring to: vocabulary referring to: EN2GAGS-I-3 Use simple
2. content-specific topics 2. content-specific topics sentences with proper
intonation (pitch,
EN2CCT-I-3 Express ideas EN2CCT-I-3 Express ideas juncture, rhythm).
about one’s experiences. about one’s experiences.
2. content-specific topics 2. content-specific topics

At the end of the lesson, the At the end of the lesson, At the end of the lesson, the At the end of the lesson,
learners are able to: the learners are able to: learners are able to: the learners are able to:
Read grade level sentences Identify high-frequency a. Read grade level a. Identify the parts of
with appropriate speed, words accurately. sentences with interrogative
accuracy, and expression. a. Read grade level appropriate speed, sentences.
Note at least three sentences with accuracy, and b. Use correct
significant details in appropriate speed, expression. capitalization and
informational texts. accuracy, and b. Note at least three punctuation in
a. Identify a procedural expression. significant details in interrogative
text type. b. Note at least three an informational text. sentences.
b. Identify discourse significant details in c. Identify discourse c. Sequence words to
markers for a an informational markers in a time represent meaning
D. Learning Objectives procedural text type. text. order informational in interrogative
c. Express ideas using c. Identify problem text. sentences.
a procedural text and solution in a d. Express ideas using d. Use simple
type. given text. time order sentences to
d. Use content-specific discourse markers. express/ask ideas
vocabulary words. e. Use content- about oneself and
e. Express ideas about specific vocabulary family.
one’s experiences in words. e. Use proper
a content-specific f. Express ideas about intonation (pitch,
topic. one’s experiences in a juncture, rhythm)
content-specific topic. in telling
interrogative
sentences.
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 MATATAG K TO 10 CURRICULUM

Grade level sentences,

noting details, procedural
text type, discourse
markers, vocabulary
II. CONTENT referring to content-specific
topics.
express ideas about one’s
experiences (content-
specific topics).

III. LEARNING RESOURCES

CONTENT INTEGRATION CONTENT INTEGRATION CONTENT INTEGRATION CONTENT INTEGRATION
Mathematics: Mathematics: Mathematics: Mathematics:

Addition with sums up to Addition with sums up to Addition with sums up to Addition with sums up to
20. 20. 20. 20.

 Anchorage sum of zero and any number sum of zero and any sum of zero and any number sum of zero and any
Themes is equal to the number. number is equal to the is equal to the number. number is equal to the
number. number.
changing the order of two changing the order of two
numbers when adding does changing the order of two numbers when adding does changing the order of two
not change the sum. numbers when adding not change the sum. numbers when adding
does not change the sum. does not change the sum.

MATATAG Curriculum MATATAG Curriculum MATATAG Curriculum MATATAG Curriculum

Guide for English Grade 2 Guide for English Grade 2 Guide for English Grade 2 Guide for English Grade 2
MATATAG Curriculum MATATAG Curriculum MATATAG Curriculum MATATAG Curriculum
 Other
Guide for Mathematics Guide for Mathematics Guide for Mathematics Guide for Mathematics
Learning
Grade 2 Grade 2 Grade 2 Grade 2
Resources
Dolch’s Basic Sight Word Dolch’s Basic Sight Word Dolch’s Basic Sight Word Dolch’s Basic Sight Word
List List List List
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper

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Show the chart of the hand Show the list of sight Present the word list Present the words from
washing steps. words/high frequency from Day 2. Ask the day 2 on a giant dice.
words used in the text in learners to read them. black white soon our
Say: Look at chart. Tell Day 1 ate Say under please
what each picture is telling black white soon our of His had him
us to do. Say: Read with me the ate Say under please her some first second
words. of His had him then Last add addends
her some first second Ask the learners to read
Ask the class to read the then Last add addends as many words as they
word list in pairs, by row, Ask them to choose one can.
and as a class. word and use it in a
1 Wet hands 2 Soap 3 Wash seconds
sentence.
20

black white soon our

Ask: What will you say if
ate say under please Present sentences from Day you want to know the age
of his had him 2 and ask the learners to of your classmate?
4 Rinse 5 Dry 6 turn off water
with paper towel
her some first second read them. What will you say if you
then last add addend 1. 1.Tom likes tops. want to know where a
Ask: s
Activating Prior 2. Mon sees white person lives?
What do the pictures tell? stones under the tree. What will you say if you
Knowledge (how to wash hands) 3. Tom and Mon eat want to know the birthday
How many steps are there Ask for a pair of learners
corn cobs. of your teacher?
in hand washing? (6) to line up at the back.
What is the first step of Explain that you will be
Say: Let us read the group List down learners’
hand washing? (Wet showing cards with words
of words. responses.
hands.) What is the second written on them. The first
step of hand washing? (Put learner to read the words
One morning How old are you?
soap on hands.) will step forward until he
Soon after Where do you live?
What is the fourth step of or she reaches the front
Later that day When is your birthday?
hand washing? (Rinse row of the class.
At lunch
hands.) Finally
What is the last step of (use the same word set in
Say: Let us read the group
hand washing? (Turn off the word list above)
of words.
the faucet.)
One morning, Ben got up to
see the sun.
Soon after, he ran to the
yard to play.
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Later that day, he got a red

ball.
At lunch, he ate a big hot
dog.
Finally, he took a nap and
went to bed.

Ask: When did Ben got up?

(one morning) When did he
ran to play? (soon after)
When did he get a red ball?
(later that day) When did he
eat hot dog? (at lunch)
In today’s lesson, you will In today’s lesson, you will In today’s lesson, you will be In today’s lesson, you will
be learning how to: identify be learning how to: learning how to: identify be learning how to:
procedural text type, identify high-frequency time order text type, identify identify the parts of simple
identify signal words for a words accurately, read signal words for a time order sentences: (who/what,
procedural text type, note at grade level sentences with text type, note at least three what are they doing,
least three significant appropriate speed, significant details in when/where/how) -
details in informational text, accuracy, and expression, informational text, express asking sentences
express ideas using note at least three ideas using time order text (interrogative), use correct
procedural text type, use significant details in type, use vocabulary capitalization and
Lesson vocabulary referring to: informational texts, and referring to: content-specific punctuation for simple
Purpose/Intention content-specific topics, read identify problem and topics, read grade level asking sentences
grade level sentences with solution. sentences with appropriate (interrogative), sequence
appropriate speed, speed, accuracy, and words to represent
accuracy, and expression, expression, and express meaning in simple asking
and express ideas about ideas about one’s sentences (interrogative),
one’s experiences (content- experiences (content-specific use simple sentences to
specific topics). topics). express ideas about
oneself and family, and
use simple sentences with
proper intonation (pitch,
juncture, rhythm).
Lesson Language SAY: This time, let us read Post on the board the cut- Prepare the pictures of: Clarify the meaning of the
Practice the pictures about hand out pictures of Tom and stones, stones under a tree, following asking words.
washing. and corn cobs.
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 MATATAG K TO 10 CURRICULUM

Mon from “A Day of Who- (show a sentence).

Guide the learners in Adding: Part 1”. stones- Show the picture of Tom adds his toys.
reading the steps of stones. Ask: Who adds his toys?
handwashing by saying the Say: Look at the pictures. Ask: What is in the picture? (Ben) What information
signal words for a Ask: What story do you (stones) does the question “who”
procedural text before each remember from this asks? (name of a person)
picture. picture? (A Day of Adding) under - Show the picture of
stones under a tree. Where – (show a sentence)
Point at the first picture on Post each picture one side Ask: Where are the stones? He lives in a mountain.
the chart. of the board and ask the Show other objects in class Ask: Where does he live?
learners to name each. that are placed under of (mountain) What
Say: There are 6 steps in something. information does the
washing our hands. First, question “where” asks?
(let learners say corn cobs- show the picture (place)
what’s on the first picture. of corn cobs.
Guide them when they show Ask: What are on the When – (show a
difficulty in reading the picture? Have you eaten sentence) In the
picture) corn cobs? Tell about its afternoon, Tom and Mon
taste. went home.
Do the same with the other Ask: When did the boys go
pictures saying signal Say: Remember these words home? (in the afternoon)
words like: second, third, because you will hear them What information does the
then, next, and last before again later. question when ask? (time)
each picture.
How – (show the sentence)
Ask: When should we wash Mon adds the stones by
our hands? (Elicit putting them together.
responses.) Explain that Ask: How did Mon add his
handwashing is necessary toys? (by putting them
after playing with toys and together) What
before eating meals. information does the
question “how” asks?
Say: Now, speaking of toys, (information about the
do have tops? how many Let the learners name way or manner something
tops do you own? (Illicit each picture posted on the is done)
responses). Now we will board.
read a text about playing
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and counting tops. First we Present each word

need to learn some words. equivalent of each picture.

Say: This time, I have the

Vocabulary Words: names of the pictures. Let
us read them one by one.
Tom – (Show a picture of a
boy.)
Tom Mon
Tom and top
Mon
white under
stones
tree likes
Say: This boy is Tom. eat corn cobs
Ask: What is his name?
Say: Later you will meet him Point at one of the posted
in the story that you will pictures on the board.
listen to. Say: Which word from the
word list names this
Vocabulary Words: picture?

Top – (Show a picture with Let the learners match the

1 top on the left side and 3 word with its picture.
tops on the right side.)
Do the same with the
other pictures and words.

This time, line up 3

pictures from the board.

Ask: Who has experienced

playing this toy? What is
the name of this toy? (top)

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 MATATAG K TO 10 CURRICULUM

Say: Talk about your Ask learners to read the

experience the last time you pictures.
played a top.
Ask the learners to put
below each picture the
add – (Show 3 pencils and 2 word equivalent.
other pencils.)

Say: I have 3 pencils and 2

other pencils. I will add the
3 pencils and the 2 other
pencils (Demonstrate to the Tom likes top.
class that you are putting
the 5 pencils together.) Now, Ask the learners to read
I have 5 pencils. the sentence.
Ask: What did I do with the Do the same with the
pencils? How did I end up other pictures and other
with 5 pencils? (add) words to form sentences
What are other words that that are not limited to:
mean add? (put together, Mon sees white stones
combine, mix, include, etc.) under the tree.
When was the last time you Tom and Mon eat corn
used addition? cobs.
(include sight words of the
addends and sum– (show a week in forming other
number sentence) sentences)
Say: Let us read the
sentence: 4 + 3 = 7

Ask: What are the numbers

that we combine? (4 and 3)
Say: The numbers that we
add are called addends.

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 MATATAG K TO 10 CURRICULUM

Ask: What do we call the

result when we combine the
addends? (sum)

Give another number

sentence.
8 + 2 = 10
Ask: What are the addends?
What is the sum? How do
you find adding numbers?

Remember these words

because you will hear them
in the story that you will
listen to.
During/Lesson Proper
Say: Listen to the selection Say: Do you know that on Say: After Tom had tooth Present sentences from “A
that I will read part by part. that day, Tom’s tooth ache, his story continued. Day of Adding: Part 2”
Be sure to answer some ached? Let us continue Listen as I read part 2 of the used in Day 3.
questions about each part. reading what happened. story.
Ask the learners to read
Present the text. Read paragraph 1. them.
Ask questions about each
After listening to Mon, sentence.
Tom’s tooth ached. His
Reading the Key tooth hurt when he drunk Tom picked up 5
Idea/Stem cold water. The pain got white stones.
worse. Ask: Who picked stones?
Mon told Tom to rinse his (Tom) What did he pick?
mouth with warm salt (stones)
water. Tom also took some
Ask: Where did Tom and
pain medicine. At lunch, Tom and Mon
Mon go? (outside) What did
Mon said, “The best thing ate corn cobs.
they see? (white stones)
to do is to visit the dentist. Ask: When did the boys
Where were the white stones
Read paragraphs 1 and 2. The dentist will find out eat corn cobs? (at lunch)
placed? (under a tree) How
Who ate corn cobs? (Tom

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 MATATAG K TO 10 CURRICULUM

why your tooth hurts and many are the white stones? and Mon) What did they
Ask: help fix it.” (8) eat? (corn cobs)
Who were the boys
mentioned in the story? Read paragraph 2. Tom gave him 2 cookies.
(Tom and Mon) Ask: What did Tom give?
Where are they? (at home) Ask: When did the boys eat? (cookies) Who gave
What is the problem of (lunch time) What did they cookies? (Tom)
Tom? (He cannot add his eat? (corn cobs) How many
tops.) has each bot eaten? (5 and
What did Mon do? 3) What else did they eat
(Showed to Tom the steps soon after? (cookies) How
in addition./He taught many did they eat in all? (3)
Tom how to add numbers.) How did you end up with 3
cookies? (by adding) What
Read the flowchart. are the words used in telling
the steps of adding? (first,
Ask: What is the chart second, then, and last)
about? (adding numbers
with sums up to 20) Read paragraph 3.

Ask: Where did the boys go?

(home) What did they find
under the bed? (toys) What
did they find under the
pillow? (toys)
(Show a large version of the Present sentences one by Go back to the sentences
chart to the class.) Ask: What was the one. Ask a question about above. Present each
problem of Tom? (his tooth each sentence. List on the sentence and ask a
Ask: What is the chart hurts) What are the three board the learners’ question about it. Write on
Developing telling? things that Mon told Tom answers. the board the learners’
Understanding of the How many steps are there to do? (rinse his mouth responses.
Key Idea/Stem in adding numbers? (four) with warm salt water, take One morning, Tom woke up
What words are used some pain medicine, and and looked at his collection Say: Look at sentence 1.
before each of the four visit the dentist) of tops. Ask: What would you ask
steps? (first, second, then, Ask: When did Tom look at if you wanted to know the
and last) his collection of tops? (one person who picked the
morning)
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 MATATAG K TO 10 CURRICULUM

Say: Sometimes, a text tells Say: Sometimes, a text So, soon after breakfast, his white stones? (Who picked
us information or steps on tells us a problem and friend, Mon, came over. the white stones?)
how to do something. some of its solutions. Ask: When did Mon come?
(soon after) Say: Look at sentence 2.
(Provide Activity Sheet No. Problem is something that Ask: What would you ask
1: Let Us Write). is wrong or makes us feel Last week, my Math teacher if you wanted to know the
Say: This time let us read bad while a solution is taught me how to add time when Tom and Mon
the sentence. how we fix the problem. numbers. ate corn cobs? (When did
Ask: When did the Math they eat corn cobs?)
“Ben has 5 corn cobs. He teacher teach about adding
also has 3 more corn cobs. numbers? (last week) Say: Look at sentence 3.
Ben wants to add all his Ask: What would you ask
corn cobs. First, he lists the if you wanted to know
addends. Second, he lists Later that day, Tom and what Tom gave? (What
the addends vertically. Mon went outside for a did Tom give?)
Then, he adds the numbers walk.
in ones place. Last, he Ask: When did Tom and
copiesthe number in the Mon walk outside? (later Who picked the white
tens place. Now, Ben that day) stones?
knows that he has 8 corn When did they eat corn
cobs.” At lunch, they ate cookies. cobs?
Ask: When did they eat What did Tom give?
Ask: What are the addends? cookies? (at lunch)
(5 and 3) What is the sum? Ask: What can you say
(8) Ask learners to read the 5 about the groups of
answers written on the words? What do they ask?
Write a number sentence board. (question) How is the first
with the answers the letter of the first word
learners are giving. Say: When we see or hear written? (in big letters)
words like one morning, What punctuation mark is
Say: Explain to the class soon after, last week, used in all the sentences?
how the addends later that day, and at (question mark)
combine to total 8. Be lunch, they help us
sure to use words like understand time order and Say: An asking sentence
first, second, then, and tell us when something asks for information. It
last. happens in a story. begins with a big letter. It

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 MATATAG K TO 10 CURRICULUM

Ask: What are the steps in ends with a question

adding numbers? What are mark.
the words we use if we tell
the steps of how to do Present Activity Sheet No.
something? (first, second, 8: What is the Question?
then, and last) What kind
of information do we say Directions: Arrange the
when we use words like words to form a question.
first, second, then, and Use correct punctuation
last? (procedural) mark.

has/ who/food
Tom/is/where
Why/Mon/does/like
stones
Add/numbers/how to
What/ name/is your
Say: Find a pair. Tell your Ask the learners to find a Say: When we see or hear Present Activity Sheet No.
partner the steps you do in pair. words like one morning, 9: What is the Question?
preparing for school. Use soon after, last week,
words like first, second, Say: This time, take turns later that day, and at Directions: Arrange the
then, and last. in sharing a problem that lunch, they help us words to form a question.
you just had and the understand time order and Use correct punctuation
Let the learners share their solutions you had to solve tell us when something mark.
Deepening ideas on how they prepare it. Then, ask your partner happens in a story.
Understanding of the for school. to retell what you shared. is the/When/ party
Key Idea/Stem Group the class in triads. What time/ bus leave/
Have each pair complete does the
the table to present the Say: This time, talk about How/ pancakes/ do you/
problem and solution the last time you used make
they shared with each addition’ steps and explain my shoes /are /Where
other. when you used them. Why/ is /blue/ the sky
Name Problem Solution

After/Post-Lesson Proper
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 MATATAG K TO 10 CURRICULUM

What new words have you What new words did you What new words have you
learned today? What words learn today? Why is it learned today? Why is it
are used to describe the important to find the important to see the signal
Making Generalizations steps of how to do problem and solution in a words for a time order type
and Abstractions something? What type of text you hear or read? of text on information you
information is said when hear or read?
using words like first,
second, then, and last?
(Provide Activity sheet No. 2: Prepare Activity Prepare Activity Sheet No. Present Activity Sheet No.
Word Hunt) Sheet No. 10: What is the Question?
Listen as your teacher reads
Listen to the passage the A. Read the sentences. a passage. Cross out signal Directions: Arrange the
teacher will read. Circle the 1. The black cat and the words for time order that words to form a question.
words used in describing white dog played in the you will hear. Use correct punctuation
the steps of making juice yard. mark.
drink. 2. We will go to the park One day, Max woke up to
soon to have fun. hear birds sing. favorite color/ your /What
3. His toy car broke, so he Soon after, he grabbed his is
Evaluating Learning Preparing juice is easy. asked his dad to fix it. bike and rode outside. your name/ How do/ you
First, get a clean drinking Later that morning, he spell
class. Second, put water on B. Read the sentences. found a shiny rock. Where did/ yesterday/
the glass. Third, add Circle the problem. At snack time, he ate an you go
powder juice and sugar to Underline the solutions. apple and drank some juice. your /Who is/ best friend
the water. Then, mix it Finally, he went inside and do you /Why/ like/
well. Jigs lost his toy car. sat down to read a book. reading books
Last, put ice. Jigs started looking under
his bed and checking
inside his toy box. He also
asked his mom help him.
How do you prepare your Prepare Activity Read the groups of words. Present Activity Sheet No.
favorite food? Include the Sheet No. Use them to talk about your 11: What is the Question?
Additional Activities for
steps in hand washing. experience when you used
Application or A. Read the sentences. the steps in adding Directions: Arrange the
Remediation (if Tell its steps to your 1. Please give me some numbers. words to form a question.
applicable) seatmate or any member of water to drink. Use correct punctuation
your family. 2. His toy car broke, so he One day mark.
asked his dad to fix it. Soon after
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 MATATAG K TO 10 CURRICULUM

3. We had a great time at In the afternoon the game /When do /we

the beach with him. finally start
B. Read the sentences. I help /How can you/
Circle the problem. Where /nearest park /is
Underline the solutions. the
Who is /the party/ coming
Joy forgot her lunch at to
home and felt hungry at happy today /Why/ are
school. you
She asked her teacher if
she could call her parents
to bring her lunch. She also
asked her teacher to check
if a friend has extra food to
share.
It is a good idea for Joy to
tell her teacher about the
problem.
Remarks
Reflection

Prepared by: Reviewed by: Approved by:

ROXANNE S. OBEDENCIA RAQUEL T. DELA CRUZ REYNALYN B. PASGALA

Subject Teacher Master Teacher I School Head

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