GRADES 1 to 12

        DAILY LESSON LOG

School:

Grade Level:

II

Teacher:

Learning Area:

ENGLISH

Teaching Dates and Time:

Week 8

Quarter:

4th Quarter

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

I. OBJECTIVES

A. Content Standard

Reading Comprehension and Study Strategies/Listening Comprehension

Objectives:

Answer wh-questions

Predict what will happen next

Recall a similar incident or personal experience

Book and Print Knowledge

Writing /Composition

Objectives:

Identify the parts of a simple story

Write a simple story from a given set of details

Reading Comprehension and Study Strategies/Listening Comprehension

Objectives:

Answer wh-questions

Identify the traits of Filipinos

Relate oneself/a friend with the character in the poem

Recall a similar incident or personal experience

Reading Comprehension and Study Strategies/Listening Comprehension

Objectives:

Answer wh-questions

Identify the traits of Filipinos

Relate oneself/a friend with the character in the poem

Recall a similar incident or personal experience

Weekly Test

B. Performance Standard

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 and use concepts of print, such as directionality, spacing, punctuation and configuration

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

C. Learning Competencies/  Objectives

Use clues to make

and justify predictions before, during and after reading (titles, pictures,)

Identify the common terms in English relating to part of book (e.g. cover, title page, etc.) book orientation

Express idea through illustrations or storyboard

Identify important details in expository text listened

Identify important details in expository text listened

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

Write the LC Code for each

EN2RC-IVe-2.16

EN2BPK-IVa-b-4

EN2WC-IVd-g-1.6

EN2LC-IVh-3.1

EN2LC-IVh-3.1

II.CONTENT

Lesson 27 I Am Part of a Whole

Flooding

Lesson 28I Can Write a Simple Story

Writing a Simple Story

Lesson 29I am a Filipino

As A Filipino: Faith in God, Unity, Patriotism,

Work, Respect for Life, Respect for Law and Government,

Truth, Justice, Freedom

Lesson 29 I am a Filipino

As A Filipino: Faith in God, Unity, Patriotism,

Work, Respect for Life, Respect for Law and Government,

Truth, Justice, Freedom

III.LEARNING RESOURCES

A. References

CG pages 15,33

CG pages 15,33

CG pages 15,33

CG pages 15,33

1.Teacher’s Guides/Pages

Unit 4 pp.59-61

Unit 4 pp.61-64

Unit 4 pp.64-68

Unit 4 pp.64-68

Unit 4 pp.59-68

2.Learner’s Materials Pages

LM pages445-446

LM pages447-449

LM pages450-454

LM pages455-458

LM pages 432-444

3.Textbook Pages

4.Additional Materials from Learning Resources (LR) portal

paper boats with sentences, copy of the story

pictures, UBLS Worktext, story map, photos

pictures, UBLS Worktext, story map, photos

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.

Daily Language Activity – Target Words

Let us read the sight words. Read after me.

Let us read the word WAS. Repeat.

Let us read the word WERE. Repeat.

Now, I will use these words in a sentence: She was scared yesterday. It was raining

heavily We were trapped in the building.

Can you come up with your own sentence?

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

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

Pre-Reading

(Show a video of the ‘great flood’ in the city. Let he students react to the video.)

(Note: if the teacher does not have the technology, she shows pictures.)

(http://www.youtube.com/watch?v=WQ3DT-FNf8g )

Guide Questions:

1. What do you see in the video? Can you describe the place? The people?

2. Have you experienced the same?

3. What did you do? What did your family do?

4. Was there someone who helped you? Who?

5. In your very young age, how can you help the flood victims?

Daily Language Activity: Target Words

Let us read the sight words. Read after me.

Let us read the word STY. Again. What do we mean by STY?

Let us read the word BOAR. Again. What do mean by BOAR?

Now, I will use these words in a sentence: A boar, being wild, cannot be put in a sty.

Can you come up with your own sentence?

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

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

Drill/Review

Daily Language Activity – Target Words

Let us read the sight words. Read after me.

Let us read the word DON’T. Repeat.

Let us read the word THANK. Repeat.

Now, I will use these words in a sentence: Don’t forget to thank God each day.

What do we mean by the word DON’T?

What do we mean by the word THANK?

Can you form words in your own sentence?

Now let us spell the word DON’T in the air.

Now, spell it using your own whiteboard.

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

Drill/Review

Daily Language Activity – Target Words

Let us read the sight words. Read after me.

Let us read the word THOSE. Repeat.

Let us read the word READ. Repeat.

Now, I will use these words in a sentence: How would you like to read all those story books?

What do we mean by the word THOSE?

What do we mean by the word READ?

Can you use the words in your own sentence?

Now, let us spell the word THOSE in the air.

Now, spell it using your own whiteboard.

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

B. Establishing a purpose for the lesson

Motivation:

Get Set

Here is a picture of a great flood in the city. Tell the class what you feel after looking at it.

Motivation:

Get Set

Using the word web below, write words you think are related with the word TEAMWORK.

What are the good things we get if we work

together as a team?

Motivation:

Play the song of As A Filipino.

The pupils sing along then show the pupils a photo of a boy raising the Philippine flag.

Then, ask the following questions:

1.What do you see in the picture?

2. Why do you think the boy is raising the Philippine flag?

3.Are you proud to be a Filipino? Why? Why not?

(Introduce the word PATRIOTISM then using the semantic web, pupils associate

PATRIOTISM with different activities done by Filipinos. Use Filipino to explain

PATRIOTISM. )

Motivation:

Get Set

Recall the characteristics of Filipinos learned from

the previous lesson by filling in the chart below.

Orient pupils on the directions.

C. Presenting examples/ instances of the new lesson

Presentation –

Read the news article on flooding. The pupils are asked to remember information

Philippines: Typhoon 'Ondoy' Death Toll Reaches 243

By: Leo Reyes/ October 1, 2009

A rain-filled typhoon code named 'Ondoy' left Metro Manila, Philippines with 243 people dead and thousands homeless as a large part of Metro Manila remained submerged in floodwater more than three days after the typhoon left the

country.Almost a week after typhoon Ondoy left the Philippine area of responsibility, several Manila cities and towns remain submerged in floodwater.As of 6:30 a.m. today, the National Disaster Coordinating Council(NDCC) of the Philippines reported 243 dead with several others missing.

Damage to infrastructure is expected to hit P5 billion while more than

2,000 homes were destroyed.TyphoonOndoy was reported to be a rain-filled typhoon but with less wind. It was reported by the Philippine Weather Bureau that the rain content of Typhoon Ondoy was more than the volume of rainwater that Hurricane Katrina

dropped in New Orleans a few months ago.

leans a few months ago.

Presentation

Pre- Writing

a. Say: Today, we are going to study how to write a simple story.

b. Word Web- team

What are the good things we get if we work together as a team?

c. Elicit simple sentences from the ideas given by the child.

Model simple sentence writing.

d. Motivation/Recall of the Story

Let the pupils arrange the jumbled sentences on the paper boats to form the

summary of the story: “Boatman to the Rescue.”

Presentation

I. Connect the Filipino traits on the left side with the

situations on the right.

II. Put a check mark (/) on sentences that are

asking questions, and cross (x) on sentences that

are not.

_______1. Is it all right to walk on that street?

_______2. I will obey all the rules in school.

_______3. What is your favorite place to visit

during vacation?

_______4. How old are you?

_______5. I am a Filipino.

Presentation

1.Guide the pupils in unlocking the words below by matching the word with the picture it symbolizes.(Refer to LM, We can Do It Activity)

Motive Question: What are the other characteristics of Filipinos?

Preparation of test

D. Discussing new concepts and practicing new skills #1

Comprehension Questions:

1. What is the title of the news article?

2. Who wrote it?

3. When was it written?

4. How was the typhoon called?

5. Where exactly in the Philippines did the typhoon leave so much damage?

6. Describe the typhoon.

7. How many died?

(Explain the role of the National Disaster Coordinating Council (NDCC)

8. How did you feel after listening to the news article? Why?

Comprehension

Questions:

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?

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?

Comprehension

Questions:

Motive Question: What are the characteristics of Filipinos?

During Reading:

(Show pictures of Filipino children. After, the pupils read the first stanza

of the poem. )

1. Who is talking in the poem?

2. What has been told to him?

3. What is the duty of a true Filipino?

4. Do you love your country, the Philippines? Why? Why not?

5. In what ways can you show your love of country

Read the second stanza of the poem. Ask the following questions:

1. To whom does a Filipino believe?

2. When someone is weak, what does God do?

3. What does God shower us with?

4. As mentioned in the poem, why is God here with us every day?

5. Do you, too, believe in God? Why? Why not?

6. Do you talk to God? How do you talk to Him? How do you pray?

Can you show teacher the way you pray?

7. What do you tell God in your prayer?

8. Have you ever prayed and God answered your prayer immediately?

What did you feel? Can you share what you prayed for?

9. Is prayer important? Why? Why not?

Read the third stanza of the poem. Then ask the following questions:

1. According to the lines, how would you describe the Filipinos?

2.What is the attitude of the Filipinos towards work?

3.From the poem, in what particular conditions do Filipinos work together?

4.Can you think of any activity in your community where Filipinos

show oneness? Do you know what ‘Bayanihan’ is?

5.Why do you think it is important for the people to work together in spite of

difficulties?

(Let the pupils read the third stanza of the poem then ask the following questions: )

1. In the poem, what is the Filipino proud of?

2. How does he show that he’s proud of his country?

3. Are you, too, proud of your country? Why? Why not?

4. In what ways can you show that you are proud of your country?

Let the pupils read the fourth stanza of the poem. Then, ask the following questions:

1.What do we mean when we say “move forward”?

2. 2. In the poem, what does the Filipino do to move forward?

3. Why does he study hard? Do you study hard, too? Why? Why not?

4. If a child studies hard, what do you think would happen to him in the future?

5. What do we mean when we say “be on top”?

6. How can a child like you help the country to be on top?

Post Reading:

Recall: Ask the following questions:

1. What characteristics of Filipino are mentioned in the poem?

2. Which characteristics do you possess?

3. Give a situation where you showed any of the characteristics of the

Filipinos.

Motive Question: What are the other characteristics of Filipinos?

During Reading

Allow the pupils to read the 10th stanza of the poem As A Filipino.

1. What does the speaker in the poem promise to do?

2. Whose life is being talked about in the second line?

3. Is it okay to hurt other people? Why? Why not?

4. How will you show respect for life?

5. Are you aware of the war that is happening in Mindanao?

What would happen to our brothers and sisters there if this war continues?

Let the pupils read the 11th stanza of the poem As A Filipino.

1. What do we refer to when we say “laws of the land”? As a Filipino, how s hould we respect the laws of the land?

2. What will happen if Filipinos obey the laws and the government?

3. How can you show that you are a leader?

4. Do you know the saying, “A good leader is a good follower”? What does it mean?

5. How can you be of help to the leader in your group? To the captain in your barangay? Do you know our president? Who is he? How can you be of help to him?

6. What are some of the laws that your community protect?

Do you follow them? Why? Why not?

The pupils read the 12th stanza of the poem As A Filipino.

Ask the following questions:

1. What do we mean when we say “tongues that slay”? Can you give

examples? Was there a time you did this to anyone? Why?

2. What do we mean when we say “uphold all that is true”? Can you give

examples? Was there a time you did this? How?

3. What trait of Filipinos is mentioned in the poem?

4. According to the speaker, what will he stay away from?

5. What does an honest person uphold? Is it important to tell the truth?

Why? Why not?

6. How will you show honesty in school? At home? In the community?

The pupils read the 13th stanza of the poem As A Filipino.

a.What do we mean when we say “fair”? Can you give examples? Was there a time you were unfair to anyone? How?

b. What do we mean when we say “oppress”? Can you give examples? Was there a time you were oppressed? How?

c. What do we mean when we say “justice”? What other words can you give when you hear the word ‘Justice’?

d. As a Filipino, how will you show justice?

e. What does a fair or just person do?

f. Do you have friends? Do you choose your friends according to how rich

or poor they are? Do you only make friends to those who are rich?

Why? Why not?

The pupils read the 14th stanza of the poem As A Filipino.

What is freedom? Have you heard of this word? Where? What words can you think

of when you hear the word FREEDOM? What makes a person free?

1. According to the poem, what will the speaker defend until the end?

2. What are rights? Do you know that as children you have rights?

Do you know any right?

3. What are responsibilities? At home, do you have responsibilities?

4. Why do you think rights always come with responsibilities?

5. Do you know that you, as a Filipino, have the right to education?

What do you think is your responsibility now that you are given this

chance to be in school?

Post Reading:

Ask the following questions:

1. How should Filipinos value life?

2. Cite a situation where you strictly followed a law in your community/

barangay? How did you feel after doing so?

3. How will you demonstrate honesty in your everyday life?

4. How will you show fairness in making simple decision inside the classroom?

5. Do you enjoy being free? Why?

E. Discussing new concepts and practicing new skills #2

Group Activity

Read  again the selection

Philippines: Typhoon 'Ondoy' Death Toll Reaches 243

By: Leo Reyes/ October 1, 2009

Group Work:

Read  again the selection

Boatman to the Rescue

By Dali Soriano

Group Work:

Valuing:

Show a picture of a pedestrian crossing where people are waiting for the right

time to cross. Then, she ask the following questions.

1. Have you ever been in a pedestrian lane? What is a pedestrian lane?

2. What should we observe in crossing a pedestrian lane?

Show the traffic lights then ask:

1.. When is the right time to cross the street? What are the three colored traffic

lights? What does each color mean?

2. Why is it important to put traffic lights along streets and highways?

3. What would probably happen if there are no traffic lights in the city?

Tell pupils to color the box using the correct color that indicates the correct

action to be taken in crossing the street.

Worksheet:

Group Work:

Valuing:

Show a picture of a pedestrian crossing where people are waiting for the right

time to cross. Then, she ask the following questions.

1. Have you ever been in a pedestrian lane? What is a pedestrian lane?

2. What should we observe in crossing a pedestrian lane?

Show the traffic lights then ask:

1.. When is the right time to cross the street? What are the three colored traffic

lights? What does each color mean?

2. Why is it important to put traffic lights along streets and highways?

3. What would probably happen if there are no traffic lights in the city?

Tell pupils to color the box using the correct color that indicates the correct

action to be taken in crossing the street.

Worksheet:

F. Developing mastery

( Leads to formative assessment )

We Can Do It

Draw a line to connect the word at the left that is related to the words on the fish.

We Can Do It

Study the pictures below. Write a simple sentence

about each of the pictures. Then, arrange them in

the order that they are likely to happen.

We Can Do It

Using the word web below, write words that you

think are related with the word PATRIOTISM.

What are the characteristics of Filipinos?

Tell something about the picture of the Filipino

children below. Then, read the first stanza of the poem As a Filipino.

AS A FILIPINO

I have been told,

not once or twice

In love of country,

my duty lies.

To be a true Filipino,

this I should know.

I sing this poem

I learned below.

FAITH IN GOD

As a Filipino, in God

I believe

His daily blessings

we all receive.

He makes me strong

when I am weak.

And He is here for

good to speak.

UNITY

As a Filipino,

you and I are one.

We work together

in toil and fun.

All together as a team,

We are true partners,

this I have seen.

PATRIOTISM

As a Filipino,

I’m truly proud.

For this rich country,

I sing aloud.

Wherever I go,

I bring with me

My country’s name,

beloved and free.

WORK

As a Filipino, I study hard.

I read, I write to

move forward.

I study so when

I grow up

I’ll help my country

reach the top.

We Can Do It

Match the word with the picture it symbolizes.

Connect them by drawing a line.

RESPECT FOR LIFE

As a Filipino, I promise to

Respect all life,

we all must do.

For hand-in-hand

and arm-in-arm,

We must not do

each other harm.

RESPECT FOR LAW

AND GOVERNMENT

As a Filipino, I will obey

The laws of my land,

for this I pray.

I’ll be of help

to all the good

The leaders do,

we really should.

TRUTH

As a Filipino,

the truth I’ll say.

I shall not be

with tongues that slay.

I will be brave

with words to few,

I will uphold

all that is true.

JUSTICE

As a Filipino, I will be fair.

For what is right,

I’ll always care.

I will be just and

not oppress,

Or take advantage

of the rest.

List the words related to the word justice.

FREEDOM

As a Filipino, I will defend

My right to be until the

end.

And with this freedom

comes a price

My country where my

duty lies.

Testing

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

I Can Do It

From the boxes below, choose the word that is

associated or related to the word at the left. Copy the word on the space provided for.

I Can Do It

As a whole, what are these pictures all about?

How do we say that in a complete sentence?

1. We write that as the very first sentence of our story.

Then we try to say it again at the last part of the story.

2. What can be a good title for our story?

ICan Do It

Relating to One’s Experience (Refer to LM, p., I Can Do It)

Show the pictures of different events in Filipinos’ lives. Guide the pupils in identifying the characteristics of the Filipinos based on what each of the pictures shows.

I Can Do It

Show a Lost and Found box. She asks the following:

1. Where do you usually see this box? What is this box for? What can you find in this box?

2. In your life, have you lost something important to you? What did you feel? Or did you find

something which is not yours? What did you do?

3. Is it okay to get something you don’t own? Why? Why not?

4. Have you ever lied to anyone? What was the result of telling a lie?

5. Do you think it is okay to tell a lie? What would probably happen to a person always tell

a lie?

H. Making generalizations and abstractions about the lesson

Remember This:

Meronym is a word which is a part of

something and is used to refer to the whole.

Example: “Finger” is a part of the hand and

“wheel” is a part of the car.

Remember This:

What are the parts of a simple story?

Remember This:

Valuing:

Ask the following questions:

1. How will you show your faith in God?

2. How will you show that Filipinos are united?

3. Who among you have experienced helping other Filipinos who are in need? What did you feel after doing so?

4. How will you show your love for the country?

5. How does studying hard help the country to become progressive?

Remember This:

Valuing:

Ask the following questions:

1. How will you show your faith in God?

2. How will you show that Filipinos are united?

3. Who among you have experienced helping other Filipinos who are in need? What did you feel after doing so?

4. How will you show your love for the country?

5. How does studying hard help the country to become progressive?

What did you learn?

I. Evaluating Learning

Measure My Learning

Measure My Learning

Write simple sentences from your ideas of

teamwork.

Measure My Learning

Directions: Match the picture in column A with the characteristic it shows in column B.

(for the illustrator to draw in

each of the boxes)

Measure My Learning

I. List the words related to the word freedom.

II. Study the picture of a pedestrian crossing where

people are waiting for the right time to cross the

street.

III. Color the box using the color that indicates the

correct action to be taken in crossing the street.

Checking the test paper.Noting item missed.

J. Additional activities for application or remediation

On your way home, what colorful things do you see? Tomorrow, I’d like you to bring crayons and other art materials because we will do some coloring activities.

Assign pupils to bring red and blue flaglets tomorrow.

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?