GRADES 1 to 12

        DAILY LESSON LOG

School:

Grade Level:

II

Teacher:

Learning Area:

ENGLISH

Teaching Dates and Time:

WEEK 1

Quarter:

4TH Quarter

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

I. OBJECTIVES

A. Content Standard

Use of Content and Prior Knowledge

Use of Content and Prior Knowledge

Spelling

Vocabulary

Phonic and Word Recognition

Weekly Test

B. Performance Standard

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

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

Spell words with two or more syllables using phonic, semantic, and morphemic knowledge

Acquire, study, and use English vocabulary words appropriately in relevant contexts

Use sight word recognition or phonic analysis to read and understand words in English that contain complex letter combinations, affixes and contractions

C. Learning Competencies/  Objectives

Identify the basic sequence of events and make relevant predictions about stories

Objectives:

Sequence information from a procedural text read

Identify the basic sequence of events and make relevant predictions about stories

Objectives:

Sequence information from a procedural text read

Objectives:

The students should be able to:

1. Begin to see that some words mean the same (synonyms)

2. Write simple sentences on context

Read some

the sight words

Objectives:

Match sounds to their corresponding letter/s patterns - Diphthongs (e.g. cow, house)

Write the LC Code for each

EN2RC-IIId-e-2.4

EN2RC-IIId-e-2.4

EN2PW-IIId-f-9

II.CONTENT

Lesson 32: I Can Do Things

Sequencing Information from a Procedural Text

Lesson 32: I Can Do Things

Sequencing Information from a Procedural Text

Lesson 33:I Can Write

“Different” by Rose Ann B. Pamintuan

Synonyms

Lesson 34: I Can Meet Friends

The Frowning Flower by Rose Ann B. Pamintuan

Matching Sounds to their Corresponding Letter/Letters Pattern –

Diphthongs /aw/

III.LEARNING RESOURCES

A. References

CG pages 15,28-29

CG pages 15,28-29

CG pages 15,28-29

CG pages 15,28-29

1.Teacher’s Guides/Pages

Unit 3 pp. 50-51

Unit 3 pp.51

Unit 3 pp.51-53

Unit 3 pp.53-54

2.Learner’s Materials Pages

LM pages334-335

LM pages334-335

LM pages 336-339

LM pages340-341

3.Textbook Pages

4.Additional Materials from Learning Resources (LR) portal

charts, pictures, drawing/coloring materials, pair of scissors, glue

charts, pictures, drawing/coloring materials, pair of scissors, glue

charts, pictures of Filipinos

charts, pictures, flashcards

B. Other Learning Resources

IV.PROCEDURES

A. Reviewing previous lesson or presenting the new lesson

Review

In our story yesterday, what was the name of the teacher?

Nora

With what letter does Nora begin?

Review

What are the steps in making the pinwheel?

Drill/Review

Let’s review some of the rights of the child.

Choose a picture and say something about it.

(Show the pictures and let pupils tell something about them.)

Drill/Review

Encircle the words with diphthong /oi/ or /oy/.

glow

joy

story

blue

glue

boil

ball

boy

soil

star

flow

tall

B. Establishing a purpose for the lesson

Motivation:

Let’s practice writing Nn. (in the air, seatmate’s back, armchair)

Let’s write the big N first; then small n.

Let’s say the sound of Nn.

Here are other N words.

Read and give their beginning sound

nut

not

neck

near

nine

name

Nanay

nose

number

night

Give other N words

Motivation:

The teacher will show the pictures of the steps.

Motivation:

Concept Map

Are you a Filipino?

What do you think are the characteristics of a Filipino?

Motivation:

Tell something about the two faces.

Sad Face

Happy Face

C. Presenting examples/ instances of the new lesson

Activating Prior Knowledge

The following pictures show some of your rights as a child.

When we say right of a child, it means you as a child should have it.

The grown up should give it to you.

Look at the pictures, what can you say about the pictures? The teacher will write the pupils answer on the board.

1. Unlocking of Difficulties

a. Different (Show pictures illustrating different and the same.)

b. Size (Explain that size shows the bigness or smallness of persons/things.)

c. Shape (Explain that shape shows the roundness or thinness of persons/things.)

2. Reciting of Rap (Refer to LM page 336) Let us recite the rap.

Different

By Rose Ann B. Pamintuan

You are you; I am me.

Different color, can’t you see?

You are you; I am me.

Different size, let me see.

You are you; I am me.

Different shape, Oh! I see.

From the North or from the South;

From the West or from the East

Boy or girl; young or old,

We are diff’rent yet the same

And there’s one thing I’ll tell you

We are all Filipinos true.

Unlocking of Difficulties

a. frown (Demonstrate.)

b. shook hands (Demonstrate.)

Motivation:-Motive Question Tandem:

How are you feeling today?

Who are happy/sad?

Why are you happy/sad?

In our story, how was the flower feeling?

Why was the flower feeling that way?

Let us read the story.

The Frowning Flower

By Rose Ann B. Pamintuan

There was a Flower

– a flower that had

a frown on its face. It

was frowning because

it was sad. It was sad

because it had no

friend.

It looked and looked

for a new friend. But it

could not find one.

The Flower with a frown sat down. It looked at the

clouds. The frowning Flower was surprised to see a

cloud with a smile on its face.

“Hello, Flower!” said the Cloud.

“Oh! Hello, too, Cloud,” said the Flower.

The Cloud smiled brighter and said, “Can I be your

friend?”

“Of course!” said Flower. A smile slowly appeared

on her face.

So the Flower and the Cloud shook hands. And

Flower said, “Now I have a new friend.”

From then on, the frowning Flower became the

smiling Flower.

D. Discussing new concepts and practicing new skills #1

Comprehension Questions:

Let’s talk about the pictures.

They show some of your rights as a child

Comprehension Questions:

What are  steps in making the pinwheel?

Comprehension Questions:

Different

You are you; I am me.

Different color, can’t you see?

You are you: I am me.

Different size; Let me see.

You are you; I am me.

Different shape, Oh! I see.

How are you and I different in the first part?

Describe our color, size and shape?

From the North or from the South;

From the West or from the East

Boy or girl; young or old,

We are different yet the same

How are you and I different in the second part?

We are different and yet there is one thing that is the same in us.

What is the same in us?

And there’s one thing I’ll tell you

We are all Filipinos true.

If we are all Filipinos, how shall we treat each other?

If we are the same as Filipinos, what must we do to each other?

Answer the questions correctly.

1. In our story, how was the flower feeling?

2. Why was the flower feeling that way?

3. What changed the frown into a smile?

4. What must you do so that you can have a friend?

E. Discussing new concepts and practicing new skills #2

Arrange the pictures in correct order in making the pin wheel.

1.

2.

3.

4.

5.

Let us read the underlined words and their synonyms.

Different color, can’t you see? unlike

Different size; Let me see. measure

Different shape, Oh! I see. form

Boy or girl; lad – miss

young or old, tender age – elderly

We are all Filipinos true. real

Diphthong /ow/ or /ou/

flower

frown

down

cloud

What is the sound of the underlined letters?

F. Developing mastery

( Leads to formative assessment )

Read the steps in the correct order.

Step1: Cut out

the square at

the right. Follow

the thick black

outline.

 Step 2: Cut along

the dotted lines to

make four slits.

 Step 3: Using the tip

of a pencil, gently

punch a hole on the

areas of the square

marked with an

X. Don’t make the

holes too large.

 Step 4: Gently bend eraser.

the paper so all

corners with holes

reach the center

hole.

 Step 5: With the

corner flaps still bent to the center, stick

a thumbtack into it

so it stays put, and

stick it to the pencil eraser.

 Step 6: Blow on

your pinwheel and

watch it spin!

Let’s study more synonyms.

a. Lisa is a good friend. Lisa is a nice friend.

b. Lita is a beautiful girl. Lita is a pretty girl.

c. Don is a smart boy. Don is an intelligent boy.

d. Roy is quiet. Roy is silent.

e. The house of Amy is clean. The house of Amy

is neat.

Write ow or ou to complete the words.

1. t __ __ el

2. v __ __ el

3. h __ __ r

4. l __ __ d

5. __ __ ch

6. br __ __ n

7. cr __ __ n

8. cl __ __ n

9. m __ __ th

10. t __ __ er

11. c __ __ nt

12. p __ __ er

13. sh __ __ er

14. m __ __ ntain

15. th __ __ sand

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

I Can Do It

One of your rights is the right to play.Today, we will make a toy called a pinwheel.

Have pupils do I Can Do It on pageof the LM.

Group Activity: Mini-book

(The pupils will make a mini-book of “How to Make a Pinwheel.”

On each page they will draw and copy the steps from the board.)

We Can Do It

Let’s use the synonyms in your sentences.

Complete the sentence.

Write the name of your friends or classmates. (Refer to LM page 337.)

a. _____ is a good friend.

_____ is a nice friend

b. _____ is a beautiful girl.

_____ is a pretty girl.

c. _____ is a smart boy.

_____ is an intelligent boy.

d. _____ is quiet.

_____ is silent.

e. The house of _____ is clean.

The house of _____ is neat.

Let’s read more words with diphthongs /ow/ or /ou/.

cow wow out found

bow plow shout hound

how fowl house pound

now howl mouse round

H. Making generalizations and abstractions about the lesson

Remember This:

LEA brings together oral language, writing, reading, and art, building the oral-language capacity of the students and developing their ability to distinguish print. It extends the learner’s creativity in storytelling through writing and develops a sense of authorship. It helps learners understand that what they think and say can be written and that their thoughts and language are valued. It ultimately provides reading material that is predictable and readable because it uses the learner’s natural language.

Remember This:

What are the steps in making the pin wheel?

Remember This:

Synonyms are words with the same meaning.

Remember This:

/ow/ or /ou/ is also a diphthong.

I. Evaluating Learning

Measure My Learning

One of the rights of a child is the right to play.

Create a pinwheel using the pattern. Enjoy!

MATERIALS

• scissors

• coloring materials

• 1 thumb tack

• pencil with an

eraser at the end

Step1: Cut out

the square at

the right. Follow

the thick black

outline.

Step 2: Cut along

the dotted lines to

make four slits.

Step 3: Using the tip

of a pencil, gently

punch a hole on the

areas of the square

marked with an

X. Don’t make the

holes too large.

Step 4: Gently bend eraser.

the paper so all

corners with holes

reach the center

hole.

Step 5: With the

corner flaps still bent to the center, stick

a thumbtack into it

so it stays put, and

stick it to the pencil eraser.

Step 6: Blow on

your pinwheel and

watch it spin!

Measure My Learning

Each group will show/report to the class their mini-book.

Measure My Learning

A.From the box, choose a word that has the same meaning as the word above the picture. Write that word on the line. The first one was done for you.

Measure My Learning

Complete the words with ou or ow.

1. c __ __

2. h __ __

3. __ __ l

4. h __ __ se

5. r __ __ nd

J. Additional activities for application or remediation

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?