MATATAG School OLD SAN AGUSTIN ELEM.

SCHOOL Grade Level 2

K to 10 Curriculum Name of Teacher TRIXIE M. CABANTAC Learning Area English

Weekly Lesson Log Teaching Dates and Time JULY 21-25, 2025 (WEEK 6) Quarter 1

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate phonological awareness and phonic knowledge in decoding developmentally appropriate words; and
Standards 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 frequency words and
B. Performance
some content-specific vocabulary; use phrases or simple sentences to express ideas about oneself, family, and everyday topics; and
Standards
read grade level sentences with appropriate speed, accuracy, and expression.
EN2PWS-I-1 Identify Grade 2 level- EN2PWS-I-3 Read words EN2PWS-I-3 Read words EN2PWS-I-1 Identify
appropriate sight words. accurately and automatically accurately and automatically Grade 2 level-appropriate
EN2PWS-I-3 Read words accurately according to word patterns according to word patterns sight words.
and automatically according to (initial, final, medial): CVC (initial, final, medial): CVC EN2PWS-I-3 Read words
word patterns words with medial /u/. words with medial /o/ and /u/. accurately and
(initial, final, medial): CVC words EN2PA-I-2 Segment onset and EN2GAGS-I-4 Sequence words automatically according
with medial /o/. rime. to represent meaning in simple to word patterns
EN2PA-I-2 Segment onset and rime. EN2PWS-I-1 Identify Grade 2 sentences. (initial, final, medial):
EN2VWK-I-5 Read words correctly level-appropriate sight words. 1. telling sentences (declarative) CVC words with medial
for meaning (based on word EN2VWK-I-5 Read words EN2CAT-I-1 Read grade level /o/.
patterns). correctly for meaning (based sentences with appropriate EN2PA-I-2 Segment onset
C. Learning EN2VWK-I-6 Write words legibly on word patterns). speed, accuracy, and and rime.
Competencies and correctly (based on word EN2VWK-I-6 Write words expression. EN2VWK-I-5 Read words
patterns). legibly and correctly (based on EN2PWS-I-1 Identify Grade 2 correctly for meaning
EN2PWS-I-1 Identify Grade 2 level- word patterns). level-appropriate sight words. (based on word patterns).
appropriate sight words. EN2PWS-I-1 Identify Grade 2 EN2GAGS-I-2 Use simple EN2VWK-I-6 Write words
EN2GAGS-I-1 Identify sentences level-appropriate sight words. sentences to express ideas legibly and correctly
and non-sentences. EN2GAGS-I-5 Identify the about oneself and family. (based on word patterns).
parts of simple sentences: EN2GAGS-I-3 Use simple EN2PWS-I-1 Identify
(who/what, what are they sentences with proper Grade 2 level-appropriate
doing, when/where/how). intonation (pitch, juncture, sight words.
1. telling sentences rhythm). EN2GAGS-I-1 Identify
(declarative) sentences and non-
EN2GAGS-I-6 Use correct sentences.

1
 capitalization and punctuation
for simple sentences.
1. telling sentences
(declarative)
At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson,
learners are expected to: learners are expected to: learners are expected to: the learners are expected
 identify sight words;  familiarize the sight words;  read words accurately and to:
 recognize words with  recognize words with automatically according to  identify high-
consonant-vowel-consonant consonant-vowel- word patterns frequency words;
word patterns and medial consonant word patterns (initial, final, medial): CVC  read grade level
sound /o/; with /u/ as the medial words with medial /o/ and sentences with
 distinguish a sentence from sound; /u/; appropriate speed,
D. Learning a non-sentence; and  identify the onset and the  sequence words to represent accuracy, and
Objectives  read and write words rime of the words; and meaning in simple sentences, expression; and
correctly.  identify the parts of a telling sentences,  note significant details
declarative sentence. (declarative); in informational text
 use proper punctuation  identify Grade 2 level- using time-order
and capitalization. appropriate sight words; and signal words.
 use simple sentences to
express ideas about
oneself and family.
II. CONTENT
III. LEARNING RESOURCES

A. References MATATAG Curriculum MATATAG Curriculum MATATAG Curriculum MATATAG Curriculum

B. Other
Learning
Resources
C. Anchorage Pagiging Masinop Pagiging Masinop Pagiging Masinop Pagiging Masinop
Theme
IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper

Say: Good morning class! How are Say: Good morning! How are Say: Good morning class. How First, Emma woke up
you today? Do you still remember was your sleep last night? Are early in the morning. .
Activating Prior you today? Are you happy
what ordinal numbers are? Can you you happy with your dream? Next, she brushed her
Knowledge today? What makes you happy
give me examples of ordinal Why?
today? teeth and got dressed
numbers? (first, second, third, etc.) Call at least three learners to
share their answers.
quickly. After that, she

2
Call a maximum of five learners for Call at least three learners to Say: That’s very good. Do you ate a delicious breakfast
recitation. share their answers. remember these words in black with her family.
Say: Today, we will read the group and bold? Let us read them.
of words in the cloud (word clouds Yesterday, we learned the Note: The teacher can use the Then, they all got into the
on the board). I will read each group consonant-vowel-consonant previous visual aids which were car and drove to the park.
of words and then repeat after me. word pattern with the medial utilized during Days 1 and 2. Later, she played a fun
vowel sound /o/. Can you give  in an old pot game of tag with her
The box is red. me examples of this medial  an old box
friends.
A dot is small. vowel sound? (box, fox, etc.).  your mom
Now, let us read the sentences. After playing, her family
A hot soup is served.
We jog at the plaza. Call at least three learners to  Maria sees the bug on the bed. sat on a big blanket and
A golden pot is found. answer the question.  Luigi sips his cup of tea. enjoyed the sandwiches,
 The sun shines so brightly. fruits, and juice. Finally,
Call five learners to answer the We also identified a sentence the sun started to set,
question. from a non-sentence like Ask: What do you notice in the and it was time to go
Say: What do you notice from the when we say, “My mom cooks words written in black and in home.
bold words written on the cloud? food.”, which is a sentence bold? (The words have the medial
(all letters written in bold/black against “My mom” which is a vowel sound /o/ and /u/.) Ask: What are the words
have the medial vowel sound /o/.) non- sentence. Call at least three learners to that are written in
answer the question. bold/black?
Now, answer these: Now, let us read the following Say: Try to arrange these words
What is said about the box? (red) words, and then later tell me in the clouds to represent (first, next, after that,
What is said about the dot? what you observe from them. meaning. then, later, and "finally)
(nothing) How are you able to
What do we do in the plaza? (jog) bug = /b/+ /ug/ describe the usual
red is the box
What is said about hot soup? (It is cup = /c/ + /up/ everyday morning of
served.) sun = /s/ + /ug/ Emma? ( It is important
What is said about a golden pot? (It
to note the sequence of
is found) What do you notice from these fast cat runs fast events.)
Say: Now, you see that different words? (All words have the
words can be formed when we use medial vowel sound /u/) and Call three learners to
consonant sounds with the medial are syllabicated using the answer the question.
vowel sound /o/ like those that onset and rime.) Say: The correct arrangement of
were mentioned earlier. You have Say: That is a very good the words in the first cloud
also noticed that there are group of observation. Those words have number is “The box is red.” For
words. When the group of words the medial vowel sound /u/ cloud number 2, it is “The cat
gives meaning or thought, it is with onset and rime, which runs fast.”
called a sentence. On the other are important in the
hand, when the group of words does syllabication of words. Now,
not give complete meaning or let us look at the sentences
thought, it is called non-sentence. below:
3
 Say: Now, you see that different Say: Our lesson today will Say: In the previous examples, Say: Our lesson today will
words can be formed when we use focus on the words with the we learned that the jumbled teach us to take note of
consonant sounds with the medial medial vowel sound /u/ such words can be sequenced to form the important details in
vowel sound /o/ like those that as bug, cup, and sun. We will meaning or a sentence. Today, we the text, or how to put the
were mentioned earlier. You have also discuss how we will take note of the words with events in order.
also noticed that there are of words. syllabicate these words using the medial vowel sounds /o/ and Remember that in noting
When the group of words gives onset and rime as follow: /u/. details and sequencing of
meaning or thought, it is called a Look at the table and read the events, we shall also
Word Onset Rime words aloud. Repeat them after
sentence. On the other hand, when remember the use of the
me.
the group of words does not give bug /b/ /ug/ signal words for time-
Medial Medial
complete meaning or thought, it is cup /c/ /up/ order like first of all,
/o/ /u/
called non-sentence. sun /s/ /un/ dog bus firstly, to start with, to
In our lesson today, we will take pot nut begin with, soon, then,
note of the medial vowel sound /o/ Of course, we will also talk fox rug next, and others.
with other different consonant about the parts of a For example:
These words have the medial
letters that we discussed a while declarative sentence when it vowel sounds /o/ and /u/.
To write 456 in an
ago such as box, dot, hot, jog, and provides information when we Today, we will discuss words with expanded form, this is
pot. ask who, what, when, where, these medial vowel sounds. going to be this way:
As we read the text, we will take and how. Say: Another consideration is First, rewrite it in an
note of the words that have the Say: We will also observe the that what if we use these medial expanded form like 400,
Lesson medial vowel sound /o/. We will next is 50, and then 6.
use of proper punctuation and vowel sounds in a declarative
Purpose/Intention also identify a sentence from a non- Finally, we have 456.
capitalization in sentences like sentence like:
sentence, the onset, and a rime. those we have just read. We The bug hops on the log. In the succeeding text, we
For instance, If I say the words fox will also review some of the What hops on the log? (bug) will also encounter high
and dog, do they have the same sight words we discussed The bug hops where? (on the log) frequency words that can
medial vowel sound /o/? We can yesterday. This is an example of a be found most often in
even say the word dog can be Ask: Do you still declarative sentence or a telling the text.
syllabicated as /d/ and /og/. How remember them? (did, sentence with the words having
about “The dog ran fast”, and the medial vowel sounds of /o/
what, so, etc.) Call five
“The dog”? Which one do you and /u/.
learners to initiate class
understand better? (The dog ran Moving forward, to be familiar
participation.
fast.) with the sight words, let us
reread them.
Call three learners to read the
Say: Another thing that we would
words.
like to deal with is the sight words
Sight Words
that you have to be familiar with. did yes
These are written in the table below. what went
I will read each sight word twice, so so are
repeat after me. get now
like no
Sight Words
4
 did yes this came
what went will ride
so are Say: Now, let us talk about
get now yourself and your family. Read
the sentences below. Repeat
like no
them after me.
this came I water the plants every day.
will ride My parents prepare food.
So, aside from what has been Kuya Enro washes the dishes.
mentioned, our lesson will also Ask: What do you notice about
focus on sentences and non- the sentences? (They are all
sentences. Let us look at these telling sentences about oneself
examples. and family.)
The frog hops near the pond. Call three learners to answer the
(sentence) question.
The frog (non-sentence)
Mom makes a pot. (sentence)
A pot (non-sentence)
Say: Let us read twice the words Say: Let us read twice the Say: Let us read twice the First, we need to read
below. Repeat them after me. sentences below. Repeat them sentences below. Repeat them them twice. Next, we find
in an old pot after me. after me. the meaning of these
an old box Examples: words. And lastly, we use
your mom Maria sees this bug on the The cub hid in the box. them in a sentence.
These words written in bold letters bed. The rod hits the cup. Read twice the words in
are words with the medial vowel Ask the learners: The sun warms the pot. black/bold letters.
sound /o/. They can be read as Who sees the bug on the bed? Ask: Can you identify the words
follows: (Maria) with the medial vowel sounds
Onset Rime Luigi gets his cup of tea. /o/ and /u/? (cub-box, rod-
/p/ /ot/ Ask the learners: cup, sun-pot).
Lesson Language
/b/ /ox/ What does Luigi get? (cup of Repeat the drill until majority of
Practice
/m/ /om/ tea) the learners are called.
These are what we call “Onset” The sun shines so brightly. Ask: Let us reread the
and “Rime”. Now, let us use these Ask the learners: sentences below and then
words with a group of words such How does the sun shine? (so answer the questions that
as: brightly) follow.
in an old pot (non-sentence) Call at least three learners to The cub hid in the box.
the old box (non-sentence) answer the questions. What is hidden in the box?
Your mom will be proud of you. Ask: What do you notice in (cub)
(sentence) the sentences that we read? The cub hid where? (in the box)
Ask: What do you notice from the (Some words are in bold/black The rod hits the cup.
groups of words being read? (The and underlined.) What hits the cup? (the rod)

5
 group of words numbers 1 and 2 do Say: Yes, very good! The The rod hits what? (the cup)
not express a complete thought words that are in bold/black The sun warms the pot.
while the group of words number 3 have their medial vowel sound What warms the pot? (the sun)
expresses a complete thought.) /u/ like cup, sun, and mug. What is the sun doing? (warms
Note: Provide more drills on The underlined words are the pot)
sentences and non-sentences with examples of sight words like
medial vowel sound/o/ with the this, gets, and so. Also, the
consonant-vowel-consonant word sentences given are examples
pattern until the whole class is of declarative sentences
called. because they provide
information that answers the
questions of what, who,
where, when, and how.
Note: Provide more drills on
declarative sentences with
words that have the medial
vowel sound/u/ with the
consonant-vowel-consonant
word pattern until the whole
class is called.
Ask: How is the first letter of
the word in the sentence
written? (in capital letter).
How does it end the sentence?
(It ends with a period.)
Ask: And how do we
syllabicate the words like cup,
sun, and bug? /c/ + /up/=
cup, /s/ + /un/ = sun, /b/+
/ug/= bug, by using onset
and rime, we can syllabicate
the words.
During/Lesson Proper
Say: Let us read the text twice Say: Let us read this passage. Say: Let us read the text
Say: Are you excited about
below. Take note of the words Observe the appropriate speed, below. Take note of the
going to school today? So now,
written in bold, those that are in accuracy, and expression. significant details in the
Reading the Key we will read a dialogue. Please
red, blue, and underlined. (Note to the illustrator: Kindly text. Observe the use of
Idea/Stem take note of the things that
Thriftiness means being careful lay-out this story with the time-order signal
you will observe in the
with your money and belongings. illustrations in a separate words, and the
sentences.
When you are thrifty, you save sheet. Include this as one of the underlined words.

6
money and avoid wasting what you Ms. Dizon: The sun is up, and attachments in the LAS for
have. This helps you have enough of it is the first day of school. I English 2, Quarter 1, Week 6) Repeat after me.
the things you need and want in the am so glad to see all of you! “My name is Tom. I live with How to Break Down
future. Luigi: I put my books in my my mom and dad. We have a Numbers
So, it is important to be wise in new bag. I can't wait to use dog named Gus. Gus likes to To begin with, identify
spending and saving your money. them. run and hop. the number you want to
Even if you put your savings in an Kai: My mom got me a blue My mom has a big pot. She break down. Let's take the
old pot or an old box, your mom pen. I love how it writes. cooks food for us in the pot. My number 678 as an
will surely be proud of you. When Ms. Dizon: That sounds great! dad has a rod. He uses the rod example. The goal is to
you use what you have saved, it will Did anyone get something to fish in the pond. understand the value of
help you in the days ahead. special for school? I have a fun toy box. I keep my each digit in this number.
Ynna: I got a fun lunch box. It toys in the box. My favorite toy Next, write down the
has a picture of a cute pup on is a red top. I spin the top on number, spacing out each
it. the rug. digit to clearly see its
Ms. Dizon: That’s wonderful! On sunny days, we sit on the position. For 678, write it
Did anyone else get something deck. Gus lays in the sun. I hug as:
new? Gus and he licks my face. 600 + 70 + 8.
Ryle: I have a red mug for my We love to play and have fun Then, determine the place
milk. I think it will keep my together!” value of each digit.
drink cool. Starting from the right,
Ms. Dizon: I bet it will. Do you the first digit is in the
have any special plans for units place, the second is
today? in the tens place, and the
Trisha: I plan to run in the third is in the hundreds
schoolyard. I want to have fun place.
with my friends. After that, assign the
Ms. Dizon: That sounds like a corresponding place value
lot of fun! Who else is excited to each digit.
about today? Ask: Do you still
Kat: I made a list of things to remember how we broke
do. I can't wait to start my down numbers? Can you
first task. still recall the steps? So,
Ms. Dizon: It sounds like let us try another one.
everyone is ready and excited. How can we break down
Let’s have a great first day of number 143?
school! Call five learners to
Ask: What do you observe in answer the question.
the dialogue? (Some words are
written in bold/black.) Is there
anything else that you
observe? (We observe the use
7
 of a period at the end of the
sentence and a capitalization
of the first letter of the word in
a sentence.) What about the
syllabication of the words?
(Words are syllabicated with
onset and rime.)
Call five learners to answer
the questions.
Say: Now that you have identified Say: I am happy that you can Say: I am happy that you can Say: I am happy that you
the words written in bold letters, identify the words with the read this passage with good can read very well. Now,
the ones that are in red and blue, medial vowel sound /u/, and speed, accuracy, and can you tell me the words
and those that are underlined from that they can be syllabicated expression. that are written in
the text, let us pay attention to the as follows: bold/black? (to begin
following: cup = /c/+ /up/ Ask: So now, let us answer the with, next, then, after
pot, box, and mom are words sun =/s/ +/un/ questions that follow to get that). What about the
that have the medial vowel sound bug =/b/ +/ug/ the idea of the passage. underlined words? Can
/o/ like cop, fox, and top. Let us look at the sentences 1. Who is talking in the story? you identify them? (digit,
As for the following group of words mentioned in the (Tom) place number, and value)
such as: conversation. Identify the 2. What is the name of his dog?
Your mom will surely be proud of word with medial vowel sound (Gus) Call five learners to
you. (sentence) /u/ of each of the sentences. 3. What does his mom do at answer the questions.
Even if you put your savings in an Take note also the part of a home? (His mom cooks food)
old pot, or an old box (non- declarative sentence. 4. What does his dad do? (His Say: The words written in
Developing
sentence) dad uses rod to fish in the fond) black/bold are time order
Understanding of
Say: A sentence is a group of words The bun smells delicious. 5. What kind of boy is Tom? (He signal words. These words
the Key Idea/Stem
that expresses a complete meaning Ask: How does the bun is kind, and a pet lover boy) are important to take
or thought such as the following: smell? (delicious) What about his family? (He has note of the important
The cop is running fast. Say: This is a declarative an industrious mother, and a details that we read.
Aspin is my dog. sentence because it provides responsible father.) Other examples of the
My coffee is hot. information on “how” the bun time order signal words
On the other hand, even if you put smells. Call five learners to answer the are in the chart. Let us
your savings in an old pot or box, is The word with the medial questions. read them aloud.
an example of non-sentence vowel sound /u/is bun. Say: We have already seen the
because it does not convey a qualities of Tom and his family. Repeat them after me.
complete meaning or thought. Kai gets a fun lunch box. Now, let us read each sentence
Time Order Signal
Other examples of non-sentence are Ask: What does Kai get? twice. And then, identify the
(lunch box) words with the medial vowel Words
as follows:
initially soon
The cop Say: This is a declarative sounds /o/ and /u/. However,
My dog sentence because it provides we must remember that there before after a
My hot coffee information on “what” kai got? are different sounds of vowel o long while

8
Say: A non-sentence is a group of The word with the medial as in box, dog, boy, and sounds as time following
words that does not convey a vowel sound /u/ is fun of vowel u as in fun, put, etc. passed that
complete meaning. We have a red mug for the Those vowels O and U can be later on suddenly
Also, I want you to take note of the milk. sounded in different ways. suddenly eventuall
use of onset and rime, which is Ask: What do we have for the 1. We have a dog named Gus. y
essential in the syllabication of milk? (mug) 2. Gus likes to run and hop. in due meanwhil
words such as: The word with the medial 3. I have a fun toy box. course e
Onset Rime vowel sound /u/ is a mug. Ask: Who can give me the last of all to
/c/ /op/ Say: Can you also identify the words with the medial /o/ and conclude
/d/ /og/ sight words mentioned in the /u/? in the finally
/h/ /ot/ dialogue? So, go to the board, end
and underline each of the Medial Medial
An onset refers to the consonant sight words that you will see /o/ /u/ So, when I ask how to
before the rime while rime refers to in the dialogue. Compare your 1. dog Gus find the place value of 2
letters that follow such as: answer to the given set of 2. hop Gus, run in 123? You will have to
Word Onset Rime sight words in the chart. 3. toy, fun do this:
fog /f/ /og/ Repeat the drill until the box Initially, review the place
nod /n/ /od/ whole class is called. Use the value of the three-digit
rod /r/ /od/ sentences in the dialogue. Say: Good job! You can now number if it is in the
Now, let us talk about the easily identify the words with hundreds, tens, or ones,
Repeat the drills until the whole onset and rime. the medial vowel sounds /o/ next, find the value of 2
class is called. and /u/. This time, let us talk in the number 123, and
Word Onset Rime about simple sentences. Take a finally, write its place
bun /b/ /un/ look at the given sentences. value of tens.
dug /d/ /ug/ Identify the parts of a simple
fun /f/ /un/ sentence. Ask: So, what do you
gum /g/ /um/ notice again in the text?
hut /h/ /ut/ 1. We have a dog named Gus. (Some words are written
mug /m/ /ug/ Ask: Who has a dog named in black/bold/). What do
tub /t/ /ub/ Gus? (Tom) we call them? (time order
We have what? (a dog named signal words). And why do
Repeat the drills until the Gus) we use them? (to note
whole class is called. important details in the
2. Gus likes to run and hop. text)
Ask:Who likes to run and hop? Call three learners to
(Gus) Gus likes what? (to run answer the questions.
and hop)
Say: Can you give the
3. I have a fun toy box. underlined words? (place
value, digit, number)

9
 Ask: Who have a fun toy box?
(I) Call three learners to
I have what? (fun toy box) answer the question.
Say: These underlined
words are called “high
frequency words”. High
frequency words are
words that you will find
most often when reading
the text. So, let us use
these words in
sentences for you to
understand their
meaning.
Unlocking of Difficulty:
Find the meaning of the
underlined words below.
Let us read twice the
sentences below and
repeat them after me.
1. In number 123; 3 is a
digit, 2 is another digit,
and 1 is also a digit. So,
123 is a three-digit
number.
2. In number 123; the
place value of 3 is ones,
the place value of 2 is
hundreds, and the place
value of 1 is ones.
Call three learners to read
the sentences.

10
 Say: I will divide you into five Say: Let us do the following Say: Now, we will have a choral Say: Let us go back to the
groups. I will read the group of steps in doing the activity. reading of the passage about reading text. Let us
words twice and repeat them after Divide yourselves into five Tom and his family. I will be the observe the appropriate
Deepening me. Identify the words with the groups. Read the sentences first one to read the sentences speed, accuracy, and
Understanding of medial vowel sound /o/ in each twice and then repeat them and then repeat them after me. expression while reading
the Key Idea/Stem group of words. Then, write the after me. Write the words with the text.
onset and the rime of each word on the medial vowel sound /u/, Note: Read each sentence with
the table. Write S if the group of and its onset and rime. appropriate speed, accuracy, Note: Read the text with
and expression. Also, observe the whole class.

11
 words is a sentence, and NS if it is a Sentences Word with the emotion involved in the
non-sentence. the medial sentences so they can be read Say: Now, let us try to
The janitor’s job is not easy. vowel soundwith proper expression. After supply the appropriate
The mop at the door /u/ the choral reading, I will call at time order signal
Luigi owns this lot. 1. The cats run least five learners to read the words like first, to
The rabbits hop on the floor. fast. passage. begin with, initially,
I love the top view. 2 The rug covers next, then, finally, etc.to
An example is done for you. the floor. “My name is Tom. I live with come up with proper
3. The kids my mom and dad. We have a sequence of events.

Medial Vowel
hum a tune. dog named Gus. Gus likes to Look at the time order

S or NS
Add similar drills for further run and hop. signal words in the chart.

Onset
Word

Rime
My mom has a big pot. She Copy them and write on

Sound
understanding of the lesson.
cooks food for us in the pot. My the appropriate blanks
Exampl Important: Remember that dad has a rod. He uses the rod below.
e: a declarative sentence makes to fish in the pond. Time-Order Signal
/j/ /o o S
a statement or declares I have a fun toy box. I keep my Words
job b/ toys in the box. My favorite toy first next
something and ends in a
mop period. It has two parts is a red top. I spin the top on at the end finally
lot namely subject and a verb. A the rug. Breaking Down the
hop subject is the person, place, On sunny days, we sit on the Number 289
top animal, or thing that the deck. Gus lays in the sun. I hug , let us look at
Add similar drills to inject a better sentence is about. A verb is a Gus and he licks my face. the hundreds place. The
understanding of the lesson. word or words used to We love to play and have fun digit in the hundreds
describe an action. together!” place is 2. This digit
Examples: represents 200 because 2
1. The cats run fast. Call at least five learners to × 100 equals 200.
(subject) (verb) read the passage.
2. The rug covers the floor. Say: Very good! Now, I will , we examine the
(subject) (verb) divide you into three groups. tens place. The digit in
3. The kids hum a tune. Your task is to get one set of the tens place is 8. This
(subject) (verb) jumbled words from the basket digit stands for 80
and arrange them accordingly because 8 × 10 equals 80.
Say: With the given sentences, to represent meaning.
let us identify the part of each Note: Provide a basket full of , we move to the
declarative sentence. jumbled words that the learners ones place. The digit in
can choose from. the ones place is 9. This
digit represents 9
Set 1 because 9 × 1 equals 9.
spin I top the on
rug the

12
 Sentences Subject Verb Answer: I spin the top on the , when we put it
1. The gum rug. all together, 289 is made
sticks to the Set 2 up of 200, 80, and 9.
bottom. lays sun the Therefore, 289 = 200 + 80
2. The hut Gus in + 9.
stands alone Answer: Gus lays in the sun. Ask: Can you give the
in the forest. Set 3 time order signal words in
3. The mug hug I Gus the text? (first, next,
is filled with
Answer: I hug Gus. finally, or the like will do)
hot coffee.
What is the importance of
Call five learners to answer the using these time-order
Repeat the drills until the activity and process them. signal words? (They are
majority of the learners are
important to sequence the
called.
events in the text/story.)
After/Post-Lesson Proper
Ask the learners to reflect and Ask the learners to reflect and Ask the learners to reflect and Ask the learners to reflect
complete these statements: complete the statements. complete the statements. and complete the
“I learned that is a group “I learned that words like cub, “I learned that the words like statements.
of words that conveys a complete sun, fun, and hug are all toy-fun, Tom-Gus, and top-rug “I learned that
meaning and thought while consonant-vowel-consonant have the medial vowel sounds are words that appear
is a group of words that does not.” (CVC) word pattern with the of and .” most often in the text.”
Making
“I learned that words like nod, jog, medial vowel sound.” “I learned that the of “I learned that the use of
Generalizations and
pot, and box have the medial vowel “I learned that these words are jumbled words can represent time order signal words is
Abstractions
sound /o/. pronounced and syllabicated meaning only if we can arrange important in the
“I learned that in word like nod, the using and .” them in order.” of events.
onset is , and the rime is . “I learned that sentence “I learned that a has “I learned that first, next,
tells who, what, what are they its parts telling what, who, what the, finally are some
doing, when, where, and how.” are they doing, when, where, examples of .”
and how.”
Say: For me to gauge your Say: Let us check your Say: Let us find out how much Say: Let us check how much
learnings on our lesson today, I will comprehension by doing the you have learned from the lesson. you have learned from the
ask you to do the following tasks: following tasks: Do the activity that follows. lesson today.

Provide the sentences to the Time Order Signal Words

Give the onset and rime of the In the Bubble Words below, Quiz
Evaluating Learning underlined words.Then, tick (/) in check (/) the word that learners as a guide to the activity.
With the time-order signal
the box if it is a sentence, and cross contains medial vowel sound words, let us determine the
(x) if it is not. /u/, and cross (x) if it does A. Sequence the jumbled words
sequence of events that
below to form a good sentence.
not. follow.
Number 5 is your example. First, what do you do when
1. likes run to Bob and jump you wake up in the morning?

13
 He took a bite of the hot pie. (Answer: Bob likes to run and a) Eat breakfast
jump.) b) Go to school
/h/ + /ot/ = hot 2. tub the in toy my keep I c) Brush your teeth
(Answer: I keep my toys in the Next, what should you do
sentence
tub.) after you brush your teeth?
3. in the sun plays Bob a) Go to bed
non-sentence b) Get dressed
(Answer: Bob plays in the sun.)
c) Play outside
The fox in the bushes. Then, what do you do after
B. Looking at the sentences, write
The pot is on the stove. getting dressed?
the words with the medial vowel
The box of toys a) Eat breakfast
sounds of /o/ and /u/in the b) Go back to bed
The cot is in the tent.
chart below. c) Take a bath
He took a bite of the hot pie
words words with After that, what is the next
with the the medial step after eating breakfast?
In the sentences below, write medial vowel a) Watch TV
the part of a declarative b) Go to school
vowel sound /u/
sentence that tells who, what, sound /o/ c) Go to the park
what are they doing, when, Later, what do you do after
1.B b r n
where, and how. coming back from school?
a) Eat lunch
Sentence Part of a Answer 2. t y t b
sentence
b) Do your homework
being told 3B b s n c) Go to bed
Example: What stops bus Finally, what do you do
The bus here? before you go to bed at
stops here.
1. The bug The bug night?
crawls crawls how? a) Eat dinner
fast. b) Read a book
2. The nut The nut c) Brush your teeth
drops drops
down. where? Answer Key
3. The cub What is the c) Brush your teeth
hugs its cub doing? b) Get dressed
mom.
a) Eat breakfast
b) Go to school
b) Do your homework
c) Brush your teeth
Say: Let us put some “add-ons” to Say: Let us try another one. Say: Here is another task to do. Say: Here is another
your learnings today. Let us do the We will read a new passage about activity for you to try on to
Additional Activities tasks this way: Circle the word that best “Bob and Family” and then write completely understand the
describes the picture in the the missing medial vowel sounds. lesson today.
for Application or
Remediation (if Write the onset and the rime of chart.
each word using the pattern below. My name is (picture of a boy) Sequencing Activity:
applicable) B b. I live with my mom and
hot = /h/ /ot/
dad. We have a (picture of a dog) Making a Peanut Butter
dog =
dog named B d. Bud likes to and Jelly Sandwich
14
 cow Circle the word with the CVC (picture of the dog running) Instructions: Read the steps
Bob word pattern with the r n and jump. below and put them in the
vow medial vowel sound /u/. My mom has a red (picture of a correct order using the time
red pot) p t. She cooks soup for order signal words: first,
us in the pot. My dad has a big next, then, after that, and
Identify whether the following group
job. He works at a shop. finally. Write your answer in
of words are sentence or non- the space provided before
sentence. Write the answer in the I have a fun (picture of a tub)
each number.
appropriate column below. t b of toys. I keep my toys in the
Steps:
tub. My favorite toy is a little
A hot day in the city 1. Spread jelly on the
(picture of a top here) t p. I
The dog barks at me. other slice of bread.
spin the top on the rug. 2. Put the two slices
The cow is in the field.
On weekends, we go to the park. of bread together.
Bob is my best friend. Bud plays in the sun. I (picture
The wedding vow is recited 3. Spread peanut
of a boy hugging the dog) h g butter on one slice of bread.
beautifully. Bud and he wags his tail. 4.Get two slices of
We love to laugh and have fun bread.
Sentence Non- together! 5. Eat and enjoy your
Sentence Ask: Can you read examples of sandwich!
simple sentences from the Activity: Write the steps
passage? (My name is Bob.), (I correctly using the time-
live with my mom and dad.) order signal words.

Answer Key:
First, get two slices of bread.
Next, spread peanut butter
on one slice of bread.
Then, spread jelly on the
other slice of bread.
After that, put the two
slices of bread together.
Finally, eat and enjoy your
sandwich!
Remarks
Reflection

Prepared by: Reviewed by: Approved by:

Subject Teacher Master Teacher/Head Teacher School Head

15