GRADES 1 to 12

        DAILY LESSON LOG

School:

Grade Level:

II

Teacher:

Learning Area:

ENGLISH

Teaching Dates and Time:

WEEK 7

Quarter:

4TH Quarter

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

I. OBJECTIVES

A. Content Standard

Writing /Composition

Objectives:

Identify the parts of a card

Design a self-made card for a friend

Reading Comprehension and Study Strategies/Listening Comprehension

Objectives:

Identify unfamiliar words in English and learn their meanings

Answer wh-questions

Predict what will happen next

Relate oneself/a friend with the characters in the story

Recall a similar incident or personal experience

Recall the story read

Perform different activities highlighting multiple intelligences

Reading Comprehension and Study Strategies/Listening Comprehension

Objectives:

Identify unfamiliar words in English and learn their meanings

Answer wh-questions

Predict what will happen next

Relate oneself/a friend with the characters in the story

Recall a similar incident or personal experience

Recall the story read

Perform different activities highlighting multiple intelligences

Grammar Awareness and Structure

Objectives:

Recognize and use exclamatory sentences

Use the exclamation point correctly

Express appropriate feelings on a given situation

Weekly Test

B. Performance Standard

Express their ideas effectively in formal and informal compositions to fulfill their own purposes for writing

Activate prior knowledge conceptually related to text and establish a purpose for reading

Be self-aware as they discuss and analyze text to create new meanings and modify old knowledge

Locate information from expository texts and use this information for discussion or written production

Activate prior knowledge conceptually related to text and establish a purpose for reading

Be self-aware as they discuss and analyze text to create new meanings and modify old knowledge

Locate information from expository texts and use this information for discussion or written production

Demonstrate grammatical awareness by being able to read, speak and write correctly Communicate effectively, in oral and written forms, using the correct grammatical structure of English

C. Learning Competencies/  Objectives

Participate in generating ideas through prewriting activities:

drawing

Express idea through illustrations or storyboard

Use personal experiences to make predictions about text viewed and listened to

Use clues to makeand justify predictions before, during and after reading (titles, pictures,)

Use personal experiences to make predictions about text viewed and listened to

Use clues to make and justify predictions before, during and after reading (titles, pictures,)

Recognize different kinds of sentences (declarative, interrogative)

Measure one’s ability to retain and apply knowledge and concepts .Learn to answer a weekly test.

Write the LC Code for each

EN2WC-IVa-c-1

EN2WC-IVc-1.3

EN2WC-IVd-g-1.6

EN2LC-IVe-f-2.4

EN2RC-IVe-2.16

EN2LC-IVe-f-2.4

EN2RC-IVe-2.16

EN2G-Id-e-1.3

II.CONTENT

Lesson 24

Card Making

Lesson 25

I Love to Help Others

“Boatman to the Rescue” by Dali Soriano (UBLS, p. 50)

Lesson 25

I Love to Help Others

“Boatman to the Rescue” by Dali Soriano (UBLS, p. 50)

Lesson 26

I Know What An Exclamatory Sentence Is.

Exclamatory Sentences

III.LEARNING RESOURCES

A. References

CG pages 15,31-32

CG pages 15,31-32

CG pages 15,31-32

CG pages 15,31-32

1.Teacher’s Guides/Pages

Unit 4 pp.48-49

Unit 4 pp.50-53

Unit 4 pp.53-55

Unit 4 pp.55-58

Unit 4 pp.48-58

2.Learner’s Materials Pages

LM pages432-433

LM pages433-437

LM pages438-440

LM pages441-444

LM pages 432-444

3.Textbook Pages

4.Additional Materials from Learning Resources (LR) portal

Art materials

pictures, art materials for card-making

pictures, art materials for card-making

pictures of smiley, charts, cartolina strips, pictures, smiley masks

Test Notebook, pencil

B. Other Learning Resources

IV.PROCEDURES

A. Reviewing previous lesson or presenting the new lesson

Daily Language Activity

Words for the Day (Drill)

Let us read the sight words. Read after me.

Let us read the word YOUR. Repeat.

Let us read the word THERE. Repeat.

Now, I will use these words in a sentence: Your bag over there is really nice.

What do we mean by the word YOUR?

What do we mean by the word YOUR?

Can you come up with your own sentence?

Now let us spell the word YOUR in the air. Now, spell it using your own whiteboard.

Now let us spell the word THERE in the air.Now, spell it using your own whiteboard.

Review

Let us read the word IS. Repeat.

Let us read the word ARE. Repeat.

Now, I will use these words in a sentence: She is my sister. We are siblings.

Can you come up with your own sentence?

Now let us spell the word IS on air. Now, spell it using your own whiteboards.

Now let us spell the word ARE on air. Now, spell it using your own whiteboards.

Drill/Review

Daily Language Activity : Target Words for the Day

Let us read the sight words.

Read after me.

Let us read the word HEIGHT. Repeat.

Let us read the word WEIGH. Repeat.

Now, I will use these words in a sentence: My height is just right for my weight.

(Explain what the sentence means.)

What do we mean by the word HEIGHT?

What do we mean by the word WEIGHT?

Can you come up with your own sentence?

Now let us spell the word HEIGHT on air. Now, spell it using your own whiteboards.

Now let us spell the word WEIGH on air. Now, spell it using your own whiteboards.

Drill/Review

Daily Language Activity

Let us read the sight words. Read after me.

Let us read the word FRY. Repeat.

Let us read the word COULD. Repeat.

Now, I will use these words in a sentence: I wish I could fry chicken as well

as my mother.

What do we mean by the word FRY?

What do we mean by the word COULD?

Can you come up with your own sentence?

Now let us spell the word FRY on air. Now, spell it using your own whiteboards.

Now let us spell the word COULD on air. Now, spell it using your own whiteboards

B. Establishing a purpose for the lesson

Motivation:

Do you know how to make card for your friends and parents?

What are you feeling when you are receiving cards from your friends?

Are you thankful when you receive cards from others?

Motivation:

Pre-Reading:

Motivation:

Show the students a poster of the movie EntengKabisote at angPanday.

Then, she asks the following questions: (Refer to LM, p., Get Set)

Are you familiar with this movie? Who have watched this?

Did you like it?Who among the superheroes is your favorite? Why?

Motive Question: What is a hero? Who can be a hero?

During Reading:

(The teacher and the pupils do shared reading. Show the pictures to the class

and asks questions at each pause.) Refer to LM, “Boatman to the Rescue” by Dali Soriano

“Come, let’s play!” Fred called his friends at the park.

“It’s raining. Let’s go home, “Bobby said.

“It will stop soon. Let’s play, please!” begged Fred.

“It will not stop. Look! The streets are flooded. Let’s go home fast!”

Bobby explained.

Bobby and his friends went home. Fred continued to play in the rain. Then there was a heavy downpour. It flooded the streets. The water rose higher and higher.

In Fred’s house, his mother went up the roof of their house to save herself. She looked around. “Fred! Fred! Fred!” she called.

“Lord, God, have mercy on us. I trust You. I believe that You will bring my son back to me.”

Fred’s mother knelt down to pray. She did not stop praying.

Suddenly she heard a motorboat coming. She stood. She saw a small hand waving at her. As the motorboat came near the house, Fred’s mother heard Fred calling.

“Nanay, come! Bobby is here to rescue us. Let’s move to a higher ground!”

Fred’s mother jumped on the boat and hugged Fred.

“Fred, thank God, we are safe. Thank you, too, Mr. Boatman.”

Motivation:

Get Set

Let’s sing the song “Row, Row, Row Your Boat.”

Song: “Row, Row, Your Boat!”

Do you know what makes the boat move?

Think about it. If the boys paddle in opposite directions, what would happen to the boat?

What if they paddle in the same direction?

Recall of the Story

a. What is the title of the story we read yesterday?

b. This time, we are going to watch the story using our toy TV set. Since our

TV set here has no sound, you are going to be the one to retell what you see on the screen

Motivation:

“The Boat is Sinking”

Say: Let’s have a game? I will say: “The boat is sinking.” Let’s form groups

of four.’ You have to form a group with four members. Those who will

not belong to any group will take their seats and be out of the game. Isthe instruction clear?

Get Set

Draw a smiley face on the space below and color it.

Orient pupils on the directions.

C. Presenting examples/ instances of the new lesson

Presentation –

Card Making.(Refer to LM, p., Let’s Aim)

Show the pupils a sample card. Then, introduce its parts. Let them design the card.

Card Making

Here is a sample card. Study its parts.

Let’s Aim

I. Tell what could happen next from the situations.

Choose your answers from the choices in the box.

1. Evelyn played the whole morning.

There is a test the next day.

Evelyn _______________________________________.

2. It rained hard that morning.

Rey forgot to bring his raincoat.

Rey __________________________________________.

3. Vanessa practiced for the singing contest the

whole afternoon.

They have a singing contest the next day.

Vanessa ____________________________________.

4. Kevin found a wallet by the road side.

He looked for an ID inside the wallet.

Kevin ________________________________________.

5. The kids are having a picnic in a farm.

They saw a lot of animals.

The kids ______________________________________.

II. Put a check mark (ü) if the word on the left is a

part of the word on the right side and cross (x) if it

is not.

1. tooth brush __________ tooth paste

2. dogs _________ dog house

3. pillows __________ bed

4. pencil _________ paper

5. fruits _________ trees

III. Choose the correct feelings expressed from the

following dialogues.

1. “Wow, what a beautiful dress you have!”

2. “Ouch! My finger got

trapped in the door.”

3. “Oh no! The flood is going up.”

4. “Happy New Year!”

5. “Fire! Fire! Fire!”

Presentation

Let’s Aim

Here are some group areas where you can work

with your friends. You must follow the directions on

how to do these activities.

How to Make a Paper Boat

Directions:

• Get a colored paper from the envelope.

• Make a paper boat using only your two

hands, not using a pair of scissors, glue,

or paste.

• Write your name on the paper boat.

• When you are done, pin your boat on

the exhibit wall.

Big Book Making Station

Directions:

• Sequence the pictures.

• Then, paste a picture on each page.

• Next, write a sentence below each

picture.

• Lastly, design your big book.

Picture Puzzle Station

Directions:

• Get a partner for each puzzle.

• Solve a puzzle one at a time.

• Exchange puzzle with the other pairs

until all picture puzzles are solved.

Justice League Station

Directions:

• Choose and wear the mask of your

favorite superhero.

• Draw a number so you will know when

your turn will be.

• When it is your turn, complete the

sentence below:

I am _______________________________________.

(name of the superhero)

I help my neighbors by______________________.

Presentation

1. Introduction

Say: You already learned declarative sentences. Today, you are going to

Learn another kind of sentence.

2. Agreement Check-up

a. Will you draw on the board a smiley face?

b. Ask for each face: Everybody, show a (happy) face!

3. Skill Development

a. Elicitation (lifted from the story through the art of questioning)

Say: Match the situation I am going to say with the most possible words

of the characters in the story “Boatman to the Rescue”.

b. Analysis

Say: Let us study each exclamatory sentence.

1. “Yehey! It’s raining.”

2. “The water is rising now!”

3. “Oh no! I have to go up to the roof.”

4. “Fred! Oh, thank God, you’re safe.”

Ask the following questions:

a. What feeling did Fred show when it rained hard?

b. What feeling did Bobby show when he saw that the water on the streets were rising?

c. What feeling did Mother show when the water in their house was rising?

d. What feeling did Fred’s mother show when she saw Fred was safe?

e. Are these feelings strong or weak?

f. What punctuation mark ends each exclamatory sentence? Everybody, write

an exclamation point in the air, on your desk/armrest.

Preparation of test

D. Discussing new concepts and practicing new skills #1

Comprehension Questions:

1. Have you received a card before? What was the occasion? From whom? How did you feel when you received it?

2. Now, let’s look at the card.What are its important parts? (Use the example above or, better, a real card.)

Comprehension

Questions:

What is the title of the selection?

Who wrote the story?

Do you know what a boatman is? How about the word rescue?

Questions:

What words are not familiar to you? (begged, flooded)

Who are the two boys in the story? Where were they?

What was the weather on that day?

Who wanted to play? Did Bobby want to play, too? Why?

What happened to the streets?

What do you think would Fred and Bobby do next?

Questions:

What words are not familiar to you? (downpour)

What did Bobby do? What did Fred do?

What happened to the flood on the street?

What do you think would happen to Fred?

Questions:

What words are not familiar to you? (roof, mercy, knelt)

Who went up the roof? Why do you think she went up there?

Who was she calling? Did she find Fred?

What did mother do when she could not see Fred?

Would Fred come back home? What might have happened to Fred? Why?

Introduction for the Group Activities

Say: Now that you fully understand the story, I know you are ready to do

the activities I prepared today.

Here are the directions that you will follow:

There are five different activities namely (the teacher pointing) Drawing Station, Big Book Making Station, Paper Boat Making Station, Picture Puzzle Station, and Justice League Station.

Each group will go to one station one at a time.

The leader gets the activity envelope and reads the directions.

He or she tells his or her group mates on how they will do the activity.

Listen attentively to my signal so you will know when to go from one station to another.

Standards for Group Work

a. Read the directions carefully.

b. Help one another in doing the activity.

c. Talk one at a time and speak softly.

d. Stay with the group, do not go around.

e. Practice CLAYGO (clean as you go) before leaving the station.

Listen to the lines from the same story that the

teacher will say. Study the choices below. Match

them with what the teacher will say.

E. Discussing new concepts and practicing new skills #2

Group Activity

Show and Tell

Directions: In front of the class, show your self-made card and read the message that you wrote. Then give your card to your friend.

Group Work:

Post Reading:

The students answer the Motive Question

More comprehension questions:

-What should have been done by Fred when it was already raining?Why?

-What kind of friend was Bobby? Do you have a friend like him?

How has he/she helped you?

-As what you have experienced, when streets become flooded in your place.

How high was it?

-As what you see, why is a motorboat better to use in rescuing flood victims

than the one without a motor?

-In the story, to whom did Fred’s mother call first for help? How did she ask

God for help? How did God answer her prayer?

-What did you learn from the story?

Group Work:

( Ask the following questions: )

a. What did you learn from the (name of the station)?

b. While doing the activities, how did you behave?

c. What value/s did you practice during the activity?

Group Work:

Let’s Read

Read each sentence with proper expression.

1. “Yehey! It’s raining.”

2. “The water is rising now!”

3. “Oh no! I have to go up the roof.”

4. “Fred! Oh, thank God, you’re safe.”

F. Developing mastery

( Leads to formative assessment )

We Can Do It

Make another card for your parents.

We Can Do It

Let’s do shared reading. Let’s read the selection

by part.

Boatman to the Rescue

By Dali Soriano

We Can Do It

Read the selection

Boatman to the Rescue

By Dali Soriano

We Can Do It

I. Read the sentence inside the thought bubble.

Say it in different ways. Choose a smiley face and wear it. Then, say the sentence according to the smiley face.

II. Work with your partner. Write an exclamatory

sentence about each picture.

Written Practice: (paired work)

Directions: Work with your partner. Write an exclamatory sentence about each

picture. (Refer to LM)

-Add another smiley showing a different feelings.

Testing

G. Finding practical/ applications of concepts and skills in daily living

I Can Do It

Here is a blank card. Fill in the parts by writing the date, the name of your friend, and your name. For the design, you may cut pictures from a magazine

or make your own design using the art materials you brought in class. Afterwards, cut the card and give it to your friend.

I Can Do It

Here are some important parts of the story.

ICan Do It

Recall some important parts of the story.

I Can Do It

Directions: Put !at the end of each exclamatory sentence.

1. We won___

2. Hurray___

3. Fire___Fire___Fire___

4. What a big dog___

5. Oh, thank you___

Oral Practice (triad)

Directions: Read the sentence inside the thought bubble.

Say it in different ways. Choose a smiley face and wear it.

Then say the sentence according to the smiley face.

H. Making generalizations and abstractions about the lesson

Remember This:

What are the important things that you consider when you are making card?

Remember This:

How do you recall the story read?

Remember This:

Cooperation is helping each other out.It makes all the work easier and possible when you do it with friends.

Remember This:

An exclamatory sentence expresses a strong feeling.

It is used when one feels happy, angry, surprised or afraid.

It starts with a capital letter and ends with an exclamatory point (!).

What did you learn?

I. Evaluating Learning

Measure My Learning

Present to the class your self-made card.

Measure My Learning

Choose the part you like the most, then color it.

Then, tell something about it to the class.

Measure My Learning

Fill in the thought bubble with what you’ve

learned with your friends today.

Measure My Learning

Tick the box which has an exclamatory sentence.

Checking the test paper.Noting item missed.

J. Additional activities for application or remediation

Ask the children how they feel when they hear a thunder clap. What do they say

when they hear a thunder clap?

Study next lesson.

V.REMARKS

VI.REFLECTION

A. No. of learners who earned 80% of the formative assessment

B. No. of learners who require additional activities to remediation

C. Did the remedial lessons work? No. of learners who have caught up with the lesson

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did these work?

F. What difficulties did I encounter which my principal or supervisor can help me solve?

G. What innovation or localized material did I use/discover which I wish to share with other teachers?