Grade Level Grade TWO ENGLISH

Teacher CINDY ROSE M. CARNERO Quarter: SECOND ( Week 4 )

DAILY LESSON LOG Checked by:
September 04-08, 2017
Date TERESITA M. BELELA
School Head

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES
09/04/2017 09/05/2017 09/06/2017 09/07/2017 09/08/2017
A. Content Standard Demonstrates understanding of Demonstrates understanding of Demonstrates Demonstrates understanding of
the concepts of nouns, verbs and the concepts of nouns, verbs and understanding of the familiar literary texts and common
adjectives for proper adjectives for proper identification alphabets in English in expressions for effective oral
identification and description and description comparison to the interpretation and communication
alphabets of Filipino and
Mother Tongue.
B. Performance Uses verbs in a variety of oral Uses verbs in a variety of oral and Distinguish similarities and Uses appropriate expressions in oral
Standard and written theme-based written theme-based activities differences of the alphabets interpretation and familiar situations
activities in English and Mother
Tongue /Filipino.
C. Learning Identify action words in Recognize that by adding -s, *Identify the sound of /ee/ Follow simple directions
Competency/ sentences -ing, -ed to a rootword will which is not in the Mother Illustrate activity in a story
Objectives Form and use past tense change the time expression of a Tongue. Work with the group cooperatively
Write the LC code for each. frequently occurring regular verb *Read words / sentences EN2PA-IIi-j-2.4
verbs EN1G-IIa-e-3.4 with the /ee/ sound.
EN1G-IIa-e-3.4 EN2AK-Iif-j-2

II. CONTENT Lesson 12: Talking About Lesson 13: Time Attack Lesson 14: Lesson 15: Making Stories on Summative Test
Action Words The long e Sound Our Own
( /ee/ Sound ) Making Rhymes
LEARNING RESOURCES
A. References K-12 CG p.24 K-12 CG p 24 K-12 CG p K-12 CG p.33
1. Teacher’s Guide 16-17 17-19 19-20 p.20-21
pages
2. Learner’s Materials 149-151 152-154 154-155 p.156-159
pages
3. Textbook pages 1. BEAM ENG1 Module 5 – All About
 Rhymes 2009.
2. BEAM ENG2 Module 4 – Rhymes.
2009.
3. *English Expressways 1.2010. pp. 51.
4. English (Learner’s Material). Grade
2. 2013. pp. 41-50, 181-182, 398.
5. Let’s Begin Reading in English
2.2013. pp 49-56.
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Chart/tarpapel, pictures Pictures, chart Story: I See Doubles, Pictures, tarpapel Summative test files
Resource Chart, picture, T.G., L.M.
PROCEDURE
A. Reviewing previous Review: Review Let the pupils identify the Reading of words with long e sound
lesson or presenting the Recall the past lesson. Read again the story “Wake rootword and the suffix of
new lesson Let them read the ff. Up! Wake Up! With accuracy the given words.
She wakes up late. What is the story about? sleeping :________
She jumps out of bed. What did you learn from the __________
And opened her eyes. story? danced :________
Ana stretched her arms. Motivation: Sing the song to __________
the tune of “Insy Weensy
Spider.”
Anna was Still Sleeping
B. Establishing a purpose for the To teach the pupils in To be able for the pupils to Read again the story Close your eyes as I read the rhyme. Song
lesson identifying action words in learn how to “Wake Up Wake Up !. Think/Imagine.
sentences use verbs in a variety of oral Tell me what you see as I read the
and written theme-based rhyme.
activities “ A Ball in a Mall “
C. Presenting examples/ . Show the picture to the class Read the story. See (LM p. Refer to L.M. p. 154 “Get Initiate making the story. Prompt the Setting of standard
instances of the new lesson and let the children tell what 199) Set”. children to make sentences for each
each one is doing As you listen to the children picture.
reading the story, find out if Refer to LM p.156
the pupils can identify and The teacher should familiarize the
produce the /ee/ sound in children with the words that they are
the word sleep. going to use.
Make the children talk about the story
and give a title for it.
D. Discussing new Play Charades – Name the action Ask the pupils to answer the Spring Board Let the pupils construct sentences Giving of instruction
concepts and practicing new of each player and the whole comprehension check up on Read the rhyme, based on the pictures of the rhyme
skills #1 class will guess page 152 emphasize the word /ee/. pairs.
Repeat the rhyme and 1. Gabriel drinks milk in a (glass)
encourage the children to The glass is on the (grass)
join.Tell the children that /iy/ 2. He sits with friends under the
is the sound they hear in (tree)And saw a (bee)
see.
3. They try to catch bee with a (net)The
That ee make a long sound.
rain fell, the net got (wet)
E. Discussing new concepts Group Work: Group Work Let children listen and Give example of rhyming words Supervising the test
and practicing new skills Read the sentences aloud. Let the children do the five- repeat the sound.
#2 Ask what Ana did. Underline minute buzz session See! See! What do you
the action words in the Ask: see?
sentences. Explain that the What are the things that Ana I see a tree.
words you underlined are did? See! See! What do you
verbs. That a verb is an Let the pupils read the words. see?
action word, the word tells sleep - sleeping kiss - kissed Let the children read the
what something or someone jump - jumped startle – startled phrases . See T.G. p .20.
does. Say: The word sleep is the short
Practice Activities: word or the rootword.
Directions: I will say a What are added to the
sentence. Tell me the action rootword?
word or verb. -ing is added to sleep
1. Mother cooks food for the -ed is added to jump
family. -ed is added to kiss
2. Mother buys food from the -ed is added to startle
market.
3. Liza plants vegetables in the
garden.
4. The family eats together.
5. They also pray together
F. Developing mastery (leads . Say:Listen and tell me the root Draw a line to connect the Checking the test
to Formative Assessment 3) Box then action word. word of the words I will say. word to its meaning. Refer
1. The family cleans the house Dancing eats playing to “I Can Do It “ on L.M. p.
together. shouted showed claps 155.
2. Father sweeps the yard. sits standing drawing
 3. Lito helps father in the yard.
4. Gina scrubs the floor.

G. Finding practical application Distribute the bee cut- outs Let the pupils write a story by writing Show honesty in
of concepts and skills in daily .Draw a big tree.Show the all the sentences into a paragraph answering the test
living list of words. Write the form. questions
words for the meaning or (Refer to LM, p. 159, I can Do It)
clue.I will give in your bee
cut- outs.
Ex ; It is the number after
two.
(Copy the word three in
your bee cut- outs).Refer to
T.G.p. 20.
H.Making generalizations What is a verb? What does a verb Ask: What is the sound of What are rhyming words?
and abstractions about the tell? ee in the words we read?
lesson /e/
I. Evaluating learning Evaluation: Evaluation: Refer to “Measure my Have the pupils complete the thought Recording the test resulte
Underline the verb that will Let the pupils identify the Learning” on L.M. p.155. bubble.(LM p. 159, Measure My
make the sentence complete. rootword and the suffix of the learning)
Father found a mango seed. given words. I made the story _____________ on
He said, “I shall (plant, cook) it Rootword Suffix my own. I feel _____
in the yard. praying
Lito said, “May I (go, help) you baked
Father?’ lives
“Yes, go and (change, wash) watching
your clothes.” works
Then, they went to the yard.
They (watered, planted) the seed
in the yard.
J. Additional activities for Cut or draw pictures with Challenge the pupils for
application or remediation /ee/ sounds. the next test.
IV. REMARKS
V. REFLECTION
A..No. of learners who earned ___ of Learners who earned 80%
80% in the evaluation above ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% above
 above 80% above
B.No. of learners ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional
who require additional additional activities for remediation activities for remediation additional activities for activities for remediation
activities for remediation who remediation
scored below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work?
No. of learners who have ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the lesson
caught up with lesson lesson the lesson
the lesson
D. No. of learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require
to require remediation require remediation require remediation require remediation remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work well:
strategies worked well? Why ___ Group collaboration ___ Group collaboration well: ___ Group collaboration
did these work? ___ Games ___ Games ___ Group collaboration ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Games ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Solving Puzzles/Jigsaw ___ Answering preliminary
activities/exercises activities/exercises ___ Answering preliminary activities/exercises
___ Carousel ___ Carousel activities/exercises ___ Carousel
___ Diads ___ Diads ___ Carousel ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Diads ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories ___ Rereading of Paragraphs/ Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction Poems/Stories ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Role Playing/Drama ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Lecture Method
Why? Why? ___ Lecture Method Why?
___ Complete IMs ___ Complete IMs Why? ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Complete IMs ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s Cooperation ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in
Cooperation in in ___ Group member’s doing their tasks
doing their tasks doing their tasks Cooperation in
doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my principal or __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
supervisor can help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
 __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works

G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
which I wish to share with other __ Making big books from __ Making big books from __ Making big books from __ Making big books from
teachers? views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to __ Recycling of plastics to be used
used as Instructional Materials used as Instructional Materials be used as Instructional as Instructional Materials
__ local poetical composition __ local poetical composition Materials __ local poetical composition
__ local poetical
composition