School:

GRADE 2 DAILY LESSON LOG Teacher:

Quarter
Teaching Time
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
OBJECTIVES
March 10, 2025 March 11, 2025 March 12, 2025 March 13, 2025 March 14, 2025
A. Content Standard Demonstrates Write simple sentences in Supply words that rhyme Demonstrates Apply the skills acquired and
understanding of sentence context using preposition with given words understanding of the knowledge gain in the past
construction for correct Ask about unfamiliar words to Ask about unfamiliar words letter-sound relationship lesson
expression learn about meaning to learn about meaning between
Take books from home to Speak clearly and audibly Mother Tongue and English
school (or vice-versa) for for effective transfer of
independent/extra reading learning
Interpret simple signs and
symbols
B. Performance Properly identifies and Express their ideas effectively Be able to demonstrate Effectively transfers the Answer questions honestly
Standard describes people, animals, in formal and informal phonological awareness at knowledge of letter-sound and independently
places, things and uses compositions to fulfill their the levels of the syllable and relationship from
them in a variety of oral own purposes for writing the phoneme Mother Tongue to English
and written theme-based Demonstrate a love for
activities reading stories and Have sufficient facility in
confidence in performing English to understand
literacy-related activities/task spoken discourse and to talk
Organize, process and use and interact with others
information effectively about personal
experiences and text
listened to or read
C. Learning Use the most frequently Express idea through Produce speech sounds Differentiate words with Follow the direction given in
Competency/ occurring preposition (e.g. Illustrations or story- (sounds and letter different medial vowel the test
Objectives on, over, under, to, from, Board names) EN2G-IVg-i-7.3
above, etc.) Participate/ engage in
EN2G-IVg-i-7.3 a readalong of texts (e.g. Participate in choral
poetry, repetitive text) speaking and echo
Interpret simple maps of reading of short
Unfamiliar places, poems,rhymes and stories
signs and symbols with repeated
EN2WCIVd-g-1.6 patterns and refrains in
EN2AIVa-e-1 English
EN2SSIVc-d-3 EN1PAIVc-d-6.2
EN2OLIVc-d-1.2
II. CONTENT Use the most frequently Teamwork Leads to We are Unique and Differentiating words Worksheet
occurring preposition Success Special with different medial
Writing Simple Sentences What Animals Said, vowels (e.g: cap-cop-
in Context Using Rhyming words and cup; fan-fun-fin)
 Preposition and Words with Inflectional
Alphabetizing Ending
LEARNING RESOURCES
A. References K-12 CGp. 38 MELC p. 181 CG pages 15,31 CG pages 15,31 K-12 CGp. 38 MELC p. 181
1. Teacher’s Guide Unit 4 pp.27-28 Unit 4 pp.26-27
pages
2. Learner’s Materials LM pages399-401 LM pages397-398
pages
3. Textbook pages
4. Additional Materials from 55-62 Decoding chart, Song chart or video Pictures of different kinds of ears 55-62
Learning Resource (LR) Story:
portal
Mark Has Horse’s Ears
An Adaptation of Mark Has Horse’s
Ears
by Robert Nye
B. Other Learning Teacher Chart, Flash cards, Teacher Chart, Flash cards,
Resource Art materials, Markers and Art materials, Markers and
powerpoint presentation powerpoint presentation
III. PROCEDURES
A. Reviewing previous (Flash MoB Activity) (Flash MoB Activity) (Flash MoB Activity) (Flash MoB Activity) (Flash MoB Activity)
lesson or presenting Drill Drill Drill Drill 1.Drill
the new lesson Basic division facts using Basic multiplication facts using Basic multiplication facts using Basic division facts using Basic Division facts using
flashcards flashcards flashcards flashcards flashcards
ENGAGE 2. Written Spelling
Review Review Review Review
(Parts A, B and C) What is preposition? Daily Language Activity Daily Language Activity Read each set of words. 3. Reading of Dolch Sight
Can you give an example Words for the Day (Drill) Words for the Day (Drill) On your paper, write the Words
of preposition? word with the different
sound from the others.
1. met sat bet
2. slim trim train
3. dip step skip
4. little settle brittle
5. pick pack back

B. Establishing a (Project Dig) (Project Dig) (Project Dig) (Project Dig) Setting of standard
purpose for the lesson Motivation: Motivation: Motivation: Motivation:
I have here a ball tell me Study the alphabet to decode Guess whose ears are these? Read them and pronounce
where the ball is the secret message. Show the flash cards: ears of the medial sound correctly.
(Place the ball inside a Get Set. a monkey, ears of man, ears
box. Outside a box. Beside Study the alphabet to decode of an elephant, ears of a
the box.) the secret tiger,
 message. ears of an elf and ears of a
horse.
Activating Prior Knowledge:
If animals could speak, what
do you think will they say to
people? If you were given a
chance to become an
animal, what would you like
to be and why? Today, we
will find out what the
animals will say in our poem.
Show the answer – “I love
prepositions”
Activating Prior Knowledge:
What do you know about
prepositions?
Why do we need to study
prepositions? Today, we will
sing a song about
prepositions to under-
standthe meaning and to
learn more about them.
C. Presenting (Project Dig) Read the story: (Project Dig) (Project Dig) Discussion of the instruction
examples/ instances Presentation Mark Has Horse’s Ears Presentation – Presentation
of the new lesson A preposition is very An Adaptation of Mark What the Animals Said What have you noticed
effective in showing the Has Horse’s Ears Anonymous-(Old German about the words in each
specific location, direction, by Robert Nye Nursery Rhyme) Can you row?
and time. Today, let us talk remember ➢ Can you differentiate
about the most frequently the animals mentioned in one from the other?
occurring prepositions at, the poem? Recall and say as Medial vowel in a word can
to, and over. Here are many animals as you can? be changed to form new
examples of sentences Get Set words. Read
using the most frequently Read along as the teacher the following examples:
occurring prepositions. At reads the poem. Use your bad bed bid
is one of the most common point finger as your guide. bud
prepositions in English. It is What the Animals Said hat hit hot
used with specific times of Old German Rhyme hut
the day, specific locations Anonymous bat bet bit
in cities, or the Mark had everything he but
countryside. wanted. Everyone said, pan pen pin
“What a lucky boy. How fan fin fun
happy he must be!” But
Mark was not happy. He had
a secret. The secret
was that he had horse’s ears
that he kept under a
bonnet.
Look at sentences 1 and 2 The only person who knew
at is followed by a specific about the secret was the
time like 7 o’clock and family barber. He was forced
night. In sentence 3 at is to promise not to tell anyone
used with a specific or else his barber shop would
location like a restaurant. be
To is used as a preposition closed. The barber kept the
to indicate a destination or secret until he began
direction, when there is to get sick and went to the
movement from one place doctor. The doctor
to another. said, “You are not sick at all.
Perhaps you are
keeping a secret.” The barber
fell off his chair.
He thought the doctor knew
about little Mark’s
secret. The doctor asked
Look at sentences 1-3, to what the secret was, but
indicate a destination or the barber wouldn’t say
direction like Palawan, anything. The doctor said,
park, and port. Over is a “Well, if you won’t tell me,
preposition used when tell it to the ground.”
there is motion in a higher Right away the barber went
position than something to the bank of the
else or a movement across river and laid his head down
a surface. It is used to and whispered,
refer to a place, location, “Mark has horse’s ears. Mark
or position above or higher has horse’s ears.”
than a given level. Right away he felt better.
When the little rich boy
celebrated his seventh
birthday, his mother prepared
a big banquet. She invited
musicians to entertain
guests. One played music
Sentences 1-3 over using a comb and a leaf.
indicate movements like When the guests had eaten,
drove and flew to a little Mark’s father called on
position that is higher than the special musician to play.
a given surface, like The musician blew on his
bridge, ocean, and tall comb and out came the song,
trees. “Mark has horse’s ears.” The
guests began to giggle. The
father snatched the comb
from the musician and blew
on it. Again
 the comb sang, “Mark has
horse’s ears.” Everyone
laughed so hard they were
rolling on the floor.
Suddenly Mark’s mom stood
up and spoke, “How many of
you here have horse’s ears?
Only one, my special son,
Mark. It is a sign of his
difference from you.” The
mother took off the bonnet
that hid Mark’s ears. Then the
father and mother kissed
Mark, first on one ear and
then on the other.
After this, everyone wanted
horse’s ears because these
would make them
special.Mark didn’t have to
hide his ears anymore.

D. Discussing new Let us use the most Comprehension Questions: Comprehension Questions: ➢ A medial vowel is the
concepts and frequently occurring 1. What was special about Listen to the last sound of sound found at the middle
practicing new skills #1 preposition at, Mark? the words that rhyme in of words. It can easily be
to, over to make the 2. How do you think Mark felt each line. identified because of its
sentence correct. when the guests The characters of the story position in the word. ➢
1. The kite flew _____ the laughed about his ears? are the people, animals and There are words with
EXPLORE roof. 3. What was the story about? things in the story. different medial vowel
(Parts D and E) 2. The plane will leave 4. Can you cite the List of Rhyming Words sounds like cap-copcup,
_____ 2:30 PM. prepositons that were used in fan-fin-fun. Each of them
3. Ramon made a second the story? has its own meaning. ➢
visit _____ Italy. Medial vowel in a word can
4. The cat jumps _____ the be changed to form new
fence. words. Example: log – leg
5. My father works _____ boy – buy
the hospital.

In numbers 1 and 4, we
used over because it
indicates movement to a
higher position. In number
2 and 5, we used at
because it points out
specific time and place.
While in number 3, we
 used to because it
indicates a destination
which is Italy.
E. Discussing new Group Activity Group Work: Group Activity Write the missing medial
concepts and Groups 1 and 3 Our Preposition Banner Cooperative learning vowel letter to form the
practicing new skills Directions: Choose the Divide the class into 4 groups Strategy: Numbered Heads name of each picture.
#2 preposition that complete so they can make their A team of four is
each sentence. alphabet banners made of established.
colorful construction paper. Each student assigns a
Write simple sentences using number to himself - 1, 2, 3 4.
1. She went_____the prepositions in, on and under Teacher announces the
window and looked out. to help your team make topic, the time limit, and
2. The girl_____ the pool meaningful who will share first.
swims well. bantings. Distribute bantings. Groups work together to
3. The bee is hovering_____ answer the question so that
the flowers. all can verbally answer the
4. What can you question.
see_____the rainbow?
5. After the accident we
went_____the hospital.
Groups 2 and 4
Directions: Write the
correct frequently
occurring
preposition in the
sentence. Choose the
letter of the
correct answer.
1. She lost her rug _____
the beach.
A. to B. over C. at
2. A bee kept buzzing _____
my head.
A. at B. to C. over
3. We’re going _____
Baguio next week.
A. over B. to C. at
4. There is a swimming
party _____ my house.
A. to B. at C. over
ACTIVITIES
at to over
11
5. The dog jumped ____ the
fence.
A. to B. over C. at
F. Developing mastery (I-Care) (I-Care) (I-Care) (I-Care)
(leads to Formative Make 2 sentences each We Can Do It We Can Do It Change the medial vowel
Recite the Chant using prepositions
Assessment 3) using at, to, and over. Allow the pupils to think of to make new word. Write
Where’s the monkey? Where is it?
Then be able to write it in (2x) rhyming words and your answer on the blank.
EXPLAIN the column. After doing In the box (2x) encourage them to share
the Where’s the bird? Where is it? (2x) their “Rhyming
(Part F) activity refer to the rubrics On the tree (2x)
Words Collection”
Where’s the snake? Where is it?(2x)
below to rate your work. Under the rock (2x)
On, in and under
Where’s the apple? Where is it? (2x)
In the box(2x)
Rubrics Where’s the carrot? Where is it? (2x)
On the chair (2x)
Where’s the rabbi? Where is it?(2x)
Under the bench (2x)
On, in and under..Great!
Where’s the book? Where is it? (2x)
On the desk(2x)
Where’s the pencil? Where is it? (2x)
In the box (2x)
Where’s the ruler? Where is it?(2x)
Under the chair (2x)
On, in and under. See you next time!

G. Finding practical Fill in the blanks with the Give examples of sentences I Can Do It Use the words in the box Show honesty in answering
application of correct words to sum up using prepositions. Which of following words are to complete each the test questions.
everything that we have rhyming sentence.
concepts and skills in
talked about in this lesson. Look at the words in the
daily living clothesline and put a check
(/)inside the box if the words
1. _____ is a preposition rhyme and cross (x) if they do
not rhyme.
ELABORATE that indicates a destination
(Parts G and H) or direction, when there is
movement from one place
to another.
2. Preposition _____ is the
most common preposition
that is used with specific Write your own pair of words that
times of the day or specific rhyme.
location.
3. _____ is a preposition
used when there is motion
in a higher position or a
movement across a
surface.
 4-5. Prepositions like to, at
and over, show specific
_____ and _____.
H. Making (I-Care) Remember This: (I-Care) (I-Care)
generalizations Prepositions are used to What are the prepositions Rhyming words are two or ➢ A medial vowel is the
and abstractions link nouns, pronouns, or that were used in the story more words that have the sound found at the middle
about the lesson phrases to other words and the chant? same or similar ending of words. It can easily be
within the sound. Some examples of identified because of its
sentence. They act to rhyming words are: goat, position in the word. ➢
connect the people, boat, moat, float, coat. When There are words with
objects, time you are figuring out if two different medial vowel
and locations of a words rhyme, use your ears sounds like cap-copcup,
sentence. These are to listen as you say the fan-fin-fun. Each of them
usually short words words. If they sound the has its own meaning. ➢
and they are normally same or similar, they rhyme. Medial vowel in a word can
placed directly in front of be changed to form new
nouns. words. Example: log – leg
Some prepositions like in, boy – buy
on and under are just
some of it which are used
to indicate noun’s location.
I. Evaluating learning Write the correct Choose the letter of the Encircle the word that Choose the letter of the Checking/recording the test
preposition on the blank. correct answer. rhymes with the first word. word that will best result.
EVALUATE 1. The dog jumped _____ complete
(Part I) the wall. 1. The family will pray the the sentence. Circle your
A. at B. to C. over rosary _____ 6 o’clock. answer.
2. There is a swimming A.at B. to C. over 1. Ella sits on the big
party _____ my home. 2. The helicopter flew _____ _________.
A.at B. on C. over the town plaza. A. lag B. leg C. log
3. The captain sailed _____ A. at B. to C. over 2. Father drinks his coffee
the closest port. 3. We brought Annie _____ a from his _______.
A.over B. at C. to clinic. A. cap B. cop C. cup
4. A bee kept buzzing _____ A. on B. to C. at 3. Grandma lives in an old
my head. 4. We will stay _____ the _______.
A.over B. to C. at beach the whole day. A. hat B. hot C hut
5. He lives _____ 25 Camia A. to B. on C. at 4. She used her ______ in
St., De Castro Subd. Sta 5. The bulb is hanging _____ writing.
Lucia Pasig City the table. A. pan B. pen C. pin
A. at B. to C. over A. to B. at C. over 5. There is a _____ in the
garden.
A. bag B. beg C. bug

J. Additional activities Write 5 sentences with Write 5 pairs of rhyming Change the medial vowel
for application or prepositions. words. to make a new word.
remediation 1. new
2. ten
 3. man
ELABORATE 4. sin
(Part J) 5. but

IV. REMARKS Formative Test Results Formative Test Results Formative Test Results Formative Test Results
80 – 100 – reinforce 5- 2- 5- 2- 5- 2- 5- 2-
60 – 79 – remediate 4- 1- 4- 1- 4- 1- 4- 1-
59 below – re teach
3- 0- 3- 0- 3- 0- 3- 0-
Total Total Total Total

Reflection ____of learners who earned ____of learners who earned 80% ____of learners who earned 80% ____of learners who earned ____of learners who earned 80%
80% above above above 80% above above

____of learners who require ____of learners who require ____of learners who require ____of learners who require ____of learners who require
remediation/ additiona remediation/ additiona remediation/ additiona remediation/ additiona remediation/ additiona
activities/enhancement who activities/enhancement who activities/enhancement who activities/enhancement who activities/enhancement who
scored below 80% scored below 80% scored below 80% scored below 80% scored below 80%

Strategies used that work Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work well:
well: ___Group collaboration ___Group collaboration well: ___Group collaboration
___Group collaboration ___Games ___Games ___Group collaboration ___Games
___Games ___Solving Puzzles/Jigsaw ___Solving Puzzles/Jigsaw ___Games ___Solving Puzzles/Jigsaw
___Solving Puzzles/Jigsaw ___Answering preliminary ___Answering preliminary ___Solving Puzzles/Jigsaw ___Answering preliminary
___Answering preliminary activities/exercises activities/exercises ___Answering preliminary activities/exercises
activities/exercises ___Carousel ___Carousel activities/exercises ___Carousel
___Carousel ___Diads ___Diads ___Carousel ___Diads
___Diads ___Think-Pair-Share (TPS) ___Think-Pair-Share (TPS) ___Diads ___Think-Pair-Share (TPS)
___Think-Pair-Share (TPS) ___Differentiated Instruction ___Differentiated Instruction ___Think-Pair-Share (TPS) ___Differentiated Instruction
___Differentiated Instruction ___Discovery Method ___Discovery Method ___Differentiated Instruction ___Discovery Method
___Discovery Method ___Complete IMs ___Complete IMs ___Discovery Method ___Complete IMs
___Complete IMs ___Complete IMs
Others: Others: Others:
Others: Others:

Prepared
II