School: Grade Level: II

GRADES 1 to 12 Teacher: File created by Ma’am MARIANNE MANALO PUHI Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and
Time: February 6-10, 2017 (WEEK 3) Quarter: 4TH Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standard Oral Languages in English Reading Comprehension and Study Fluency Reading Comprehension and Weekly Test
Strategies Study Strategies/Listening
Objectives: Objectives: Comprehension
Speak clearly and audibly in full Objectives: Read with automaticity forty (40)
sentence Participate in group and individual 2nd grade high frequency/sight Objectives:
Listen and follow a set of written or oral interpretation of short poems words Participate in the retelling of the
verbal three-step directions and Retell familiar stories to other story
Recognize sentences and non- stories in English children Recall the important details of the
sentences Identify the basic sequence of Listen and respond to texts to story
Read grade 2 level text in 3-4 word events and make relevant clarify meaning heard while Listen and respond to texts to
phrases predictions about the story drawing on personal experiences clarify meaning heard while
Interpret signs and symbols Sequence information from a drawing on personal
Express ideas and opinion through procedural text read experiences
creative and fun activities Infer and make relevant predictions Express feelings and opinions
about the story through different writing activities
Make connections of text to self
B. Performance Have sufficient facility in English to Activate prior knowledge Read aloud grade level texts Activate prior knowledge
Standard understand spoken discourse and to conceptually related to text and effortlessly and accurately, without conceptually related to text and
talk and interact with others about establish a purpose for reading hesitation and with proper establish a purpose for reading
personal Be self-aware as they discuss and expression Be self-aware as they discuss and
experiences and text listened to or analyze text to create new analyze text to create new
read meanings and modify old meanings and modify old
knowledge knowledge
Locate information from expository Locate information from
texts and use this information for expository texts and use this
discussion or written production information for discussion or
written production
C. Learning Participate in choral Give the sequence Read phrases, sentences and Use an understanding of incidents, Measure one’s ability to
Competencies/ speaking and echo of three events in stories characters and settings to validate retain and apply
Objectives reading of short stories read consisting of short a words and predictions knowledge and concepts
poems,rhymesand stories with some sight words with appropriate .Learn to answer a weekly
repeated speed, test.
patterns and refrains in accuracy and proper expression
English

Write the LC Code for EN2OLIVc-d-1.2 EN2RCIVc-3.1.3 EN2FIVa-d-4 EN2LCIVc-d-2.5

each
II.CONTENT Lesson 9 Lesson 10 Lesson 11 Lesson 12
Beautiful Sights in Our Environment Our Plants: Our Life Find the Inner Beauty of Others Reading Shapes Our Community
Following Three-step Written and The Greening of Malaya Mark Has Horse’s Ears Mark Horse’s Ears and Retelling
Verbal Directions and Park/Sequencing of Events Infer and Predict Outcomes of Stories
Writing Sentences from Meaningful Make Connections between Text
Experiences and Self

III.LEARNING
RESOURCES
A. References CG pages 15,31 CG pages 15,31 CG pages 15,31 CG pages 15,31
1.Teacher’s Unit 4 pp.18-20 Unit 4 pp.20-21 Unit 4 pp.23-24 Unit 4 pp.25-26 Unit 4 pp.18-26
Guides/Pages
2.Learner’s Materials LM pages386-388 LM pages389-391 LM pages 392-394 LM pages394-396 LM pages 386-396
Pages
3.Textbook Pages
4.Additional Materials Manila paper, markers, Picture of plants, different Fake ears, bond paper, art materials, Costume, straw, Manila paper, Test Notebook, pencil
from Learning Resources pictures of different land kinds of seeds and Teacher Manila paper and flash cards, used paperclips, masking tape, old
(LR) portal vehicles with Chart paper bags or clean sock newspaper.
wheels
B. Other Learning
Resources
IV.PROCEDURES
A. Reviewing previous Review Review Drill/Review Drill/Review
lesson or presenting the Daily Language Activity Daily Language Activity I.Rhyming Words: What should you remember in
new lesson Words for the Day (Drill) Words for the Day (Drill) Tell whether the pair of words retelling familiar story ?
rhymes or not. Put a check mark (/)if
the words rhyme and cross (x) if they
do not rhyme.
________ 1. sun – bun
________ 2. set – sit
________ 3. cat – mat
________ 4. big – wig
________ 5. sell – wall
________ 6.tan – pan
________ 7. pen – ten
________ 8. pot – hot
________ 9. bag – tag
________ 10. pill – Jell
II.Prepositions:
Complete the sentence by
choosing the correct
preposition. Encircle the correct
answer.
1.The pearl is (in, behind, beside)
the shell.

2.The crab is (in, behind, on)

the water.

3.The book is (on, under, in front of)

the head of the cat.

4.The book is (on, under, in front of)

the girl.

5. The mouse is (on, in, beside) the

lion.

III.Express your feelings and opinion by

completing
 the sentence stem. (5 points)
Today, I feel
________________________________
____
because_________________________
______________.

Daily Language Activity

Words for the Day (Drill)

B. Establishing a purpose Motivation: Motivation: Motivation: Motivation: Orient pupils on the

for the lesson Sing the song, “The Wheels on Riddle: Show pictures of people with different Bring the Character to life - Ask the directions.
the Bus” Show the Teacher I am small. kinds of ears, lips, eyes, nose and pupils to draw their favorite storybook
Chart using Manila paper. But I can grow as tall as a faces. character and let them imagine what
Replace the means of building. Activating Prior Knowledge: would happen if a storybook character
transportation by using word I am a living thing. What can you say about these people? were to come to life and walk in the
flashcards. Birds, bees and the wind help What makes these people special? In classroom or into the student’s home.
Example: The wheels on the me our story today, what do you think will See LM – Get Set.
truck go round and round. spread and grow. be the problem of our main character? Get Set
Round and round (2x) What am I? Draw your favorite storybook
Other possible answers: jeep, Answer: A seed character and tell why he or she is
truck, taxi... Activating Prior Knowledge special.
Activating Prior Knowledge Get Set
Show the question chart made Fill in the blanks and write
by the teacher on a Manila what you already know
paper. about trees and what you
would like to know
about them.
Make a Bulletin Board

Listen to your teacher as she reads the

 Answers will vary. instruction for the activity, Bring the
Look at the question chart, Character Back to Life.
what punctuation mark did I
use?
What do you call the mark that
we use when we want to ask
questions?
Answer: question mark
How about the next sentence?
Look at the punctuation mark.
Answer: My favorite is the
airplane because it is the
fastest way
to reach a far place.
What kind of punctuation mark
do you see at the end of the
sentence? Why did we use a
period?
Answer: A period was used
because we needed to stop or
end the sentence. We also
use a period to give an
information or just tell
something.
Use the Question Chart and let
the pupils answer the next
questions:
Let the children answer their
LM , Get Set Activity
Answer the questions below.

C. Presenting examples/ Presentation – Let’s Aim Do a puppet show using stick or sock Activating Prior Knowledge: Preparation of test
instances of the new Tell something about the Read the poem below with puppets. Present the story “Mark Has Act out what the main character saw,
lesson picture correct expression Horse’s”Ears, UBLS, p.144. Refer to LM. felt, and heard in the story.
 I spy with my beautiful eyes based on the punctuation mark Mark Has Horse’s Ears Reread the story and use the ‘Read
the table in this classroom. used. He has big ears. People might laugh at Along’ technique. The children will
Dialogue- I spy with my his ears. He hid his ears. The barber listen to the teacher while she reads
beautiful eyes...I see told his secret. The guests giggled. and they will try to use their fingers
a/an_____________. until the story is done.
(Use real objects inside the Dress the Character
classroom) 1. Divide the children in small groups.
Look at the picture. What do 2. Give them materials to dress up one
you see? Use the sentence member of their group as a character
pattern below: Refer to LM – from one of
I Planted a Seed the animals read earlier. To ensure a
by Amcy M. Esteban variety of characters and to avoid
I planted a seed: replication,
First a seed, once a group decides on a character,
Then, a sprout, no one can choose that anymore.
and the leaves, 3. Children can use only the materials
Slowly, the buds given to them, otherwise they’ll be
come out. disqualified.
They grow bigger Choose a reporter who will talk about
And bloom with fragrance. the character.
Butterfles and bees come Give them 15 minutes to do this
to enjoy the sweet smell. activity
Animals, insects, and the wind
help spread their new seeds
to the new garden where…
the other seeds are planted
again.
D. Discussing new Comprehension Questions: Comprehension Questions: Comprehension Questions: Independent Practice:
concepts and practicing Let’s Aim, I Spy activity. Look for the punctuation marks 1. How did Mark solve his problem? Time Capsule – Explain to your class
new skills #1 Give a copy of the picture to used in the poem. 2. Did the mother do the right thing? that a time capsule is a sealed
each group and let them do Draw the punctuation mark in Why? container preserving artifacts and
their group work. the box. 3. If you were the mother, how would records of the current time for people
1. Divide the class into teams you solve the problem? to uncover in the far future. Discuss
with 5 members each. with your class if this book were in a
2. Put a scoreboard on the time capsule, what would people in
chalkboard. the future learn from it?
3. The teams look for animals,
people, and objects hiding in
the bushes or
anywhere in the picture.
4. When a team finds one, the
leader shouts,“ I spy...”
What punctuation mark did we
 use in the game ? “I Spy…”

E. Discussing new Group Activity Group Work: Group Work: Group Work:
concepts and practicing 1. Recognize the team and Arrange the pictures to show Allow the children to choose one Interview the Character. Work by pairs.
new skills #2 allows the leader to finish the the life of a plant learning center where they would like One will become an interviewer and
sentence. I spy a Prepare 2 sets of pictures. The to work. They the other
_____________(a fox) team who will be able to can use the Mother Tongue in member will be the interviewee.
2. Write the name of the arrange the correct order of completing their task. However, The interviewer will prepare his/her
animal/person/object under events first will be the winner. encourage them to speak questions and take down notes.
the column of the team. Locate information from the in English while working. Then, try to The interviewee will answer the
3. The team that finds the most poem. translate after their presentation. questions and will pretend that he /
character wins. Team A versus Team B ( Learning Center 1 – Make paper bag she is the character
4. The game is over when all Sequencing of Events) -What hand puppets and talk about the of the story. He/she will answer based
the 10 or more characters are happens to a seed? characteristics of on his knowledge of the character
found. the character/(s) in the story. from reading the story. When the
Allow the pupils to go outside Learning Center 2 – Clay Artist at Work interview is over, each pair should
to spy for things they see in - The group members will use the clay report the highlights of the interview
school and use the sentence to make to the class.
stem while walking with a a diorama of the setting of the story.
partner. Reporting – Panel
discussion
I spy a _____________(a fox)
F. Developing mastery We Can Do It Independent Practice: We Can Do It We Can Do It Testing
( Leads to formative I Spy with My Beautiful Eyes... Tell the pupils to answer the Make a pyramid by filing in the boxes Answer the questions and write your
assessment ) Study the picture below. Make Cloze Activity entitled “Seeds”. with important information from the answers on the blank. If the story Mark
a sentence by Seeds are like... story. Has Horse’s Ears were in a time
following the pattern below. capsule, what would people in the
future
learn from it? Why should they read it?

1. Write the title of the story.

2. - 3.Write down 2 words or phrases
about the problem of the character.
4. - 6.Write 3 words to solve the
problem of the character
G. Finding practical/ I Can Do It Have pupils do I Can Do It on ICan Do It I Can Do It
applications of concepts Be ready for a walk inside your page391of the LM. Name these characters. Put a check (/) Write a letter for the people in the
and skills in daily living school. Your in the box if they are good and cross (x) future describing the value of a book.
teacher will accompany you if they are not good.
around the campus
and you will list down all the
things that you see.
Bring your notebook and pencil
and use the
sentence pattern below.

H. Making Remember This: Remember This: Remember This: Remember This: What did you learn?
generalizations and What should you remember in What should you remember in What should you remember in The characters of the story are the
abstractions about the listening and following a set of sequencing events that happen retelling familiar story ? people, animals and things in the story.
lesson written or verbal three-step in the story listened to?
directions?
How do you express your ideas
and opinion?
I. Evaluating Learning Measure My Learning Measure My Learning Measure My Learning Measure My Learning Checking the test
Creative writing – Write 1 to 2 Write what you’ve learned What could be the reason why the boy Why is it important to read and to paper.Noting item missed.
sentences to express your about the life of a plant. has the horse’s ears? Reason Out and know the characters of the story?
ideas and opinions about the Be Heard! Knowing the characters and
activity that we did today. What is more important the physical understanding the how the characters
appearance of a person or the beauty behave is exciting and
of one’s heart? meaningful.
 The inner beauty of a person is more
important than his/her physical
appearance.

J. Additional activities Retell the story to your family Make a cartoon. Study next lesson.
for application or members. Copy these pictures on a larger paper
remediation and try making many animations.
Did you know that being active makes
you healthy?Healthy kids play, run, and
jump. Make this picture of a running
boy move like a cartoon show by
following these steps.
Step 1: Color pictures 1 and 2. Make
sure you use the same colors for the
same parts. For example, if you choose
red for the shirt in picture 1, it should
be red also for the shirt in picture 2.
Step 2: Cut out pictures 1 and 2.
Follow the thick black lines.
Step 3: Glue picture 1 to picture 2 on
the top gray rectangle labeled GLUE.
Step 4: When it dries up, flp picture 1
up and down and watch the boy run!
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?

File Created by Ma’am MARIANNE MANALO PUHI

Download sample daily lesson logs at www.teachershq.com