GRADE 1 to 12 School Grade Level TWO

DAILY LESSON LOG Teacher Learning Area ENGLISH 2

Teaching Dates and Time Quarter Third Quarter (Week 1)

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES

The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure and information
critically in meaningful thought units; responds properly to environmental prints like signs, posters, commands and requests; and writes legibly
simple sentences and messages in cursive form.

A. Content Standard
Fluency Phonemic Phonics and Word Phonics and Word
Awarenes Grammar Grammar Recognition Recognition

B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for each.
Read aloud the grade level
texts effortlessly and
accurately, without
hesitation and with proper
expression
Be able to demonstrate
phonological awareness at
the levels of the syllable
and the phoneme.
Identify important details
in expository text listened
to
EN2F-III
Hear and record initial,
medial and final sound.
EN2PA-III-f-h-6.3
Demonstrate Grammatical Demonstrate Grammatical Use phonic analysis to read Use phonic analysis to read
awareness by being able to awareness by being able to and understand words in and understand words in
read, speak and write read, speak and write English. English.
correctly correctly
Use demonstrative Use demonstrative Read aloud Grade 2 level Read aloud Grade 2 level
pronouns (This/That) pronouns (These/Those) text Make connections of text Make connections of
EN2G-IV-c-d—4.2.3 EN2G-IV-c.d.4.2.3 text to self text to self
Read letters in the English Read letters in the English
alphabet (r, s, t) alphabet (r, s, t)
Match consonant Match consonant
blends/clusters sound to blends/clusters sound to
their corresponding their corresponding
letters/letter patterns letters/letter patterns
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II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
Philippine Symbols
Noting Details
1-3
244
K-12 CG and TG English
Pictures of Phil. Symbols
Have pupils name some of
our Phil. Symbols. Give the
beginning letter of each
Philippine symbols 1. m
(mango) II. 6. fr III. 11. r –
ring 2. b (bangus) 7. gr
12. t – toy 3. a (arnis) 8. tr
13. c – car 4. s
(sampaguita) 9. cr 14. b –
banana 5. c (curacha) 10.
br 15. f – farm
EN2F-III-a-b-2.11 EN2F III-a-b.2.11
Using Demonstrative Using Demonstrative Poem: “I Want to Serve My Poem: “I Want to Serve My
Pronouns (This/That) Pronouns (These/Those) Country” by Dali Soriano Country” by Dali Soriano
Consonant Clusters/Blends Consonant Clusters/Blends
4-5 5-6 7-9 7-9
248 250 252 152
K-12 Curriculum Guide K-12 Curriculum Guide K-12 Curriculum Guide K-12 Curriculum Guide
English, English, TG English, TG English, TG
pictures of Philippine pictures or real objects of pictures of community pictures of community
symbols, things, and Philippine symbols helpers helpers
objects
Let the pupils name some Have pupils give sentences Let the pupils produce the Let the pupils produce the
of our Philippine symbols. using this is and that is. following sounds: /c/ /b/ following sounds: /c/ /b/
Write the pupils’ answers /t/ /p/ /g/ /cr/ /br/ /tr/ /t/ /p/ /g/ /cr/ /br/ /tr/
on the board. Let pupils /pr/ /gr/ Ask: How do /pr/ /gr/ Ask: How do
give the beginning and fi community helpers serve community helpers serve
nal sounds of their our school? Who else do our school? Who else do
answers. they serve? How do they they serve? How do they
serve our country? serve our country?
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B. Establishing a purpose for
the lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills # 1
Children, I want you to
close your eyes. As I go
around I will let you smell
something (the children
smell the sampaguita)
Did you like the smell/
Can you tell me what it is?
(Do the same wwith the
other phil symbols) Ask:
Why was Ryan excited to
go to school?
As you listen to
the story, find
out the
answers to
be given.
(Phil. Symbols) p.2 TG
Guide the pupils in
answering the motive
question. Comprehension
Questions: 1. Who was
Have the pupils recite the
chant “Near or Far.” (Refer
to LM, p. 247, Get Set)
Show the picture of Dr.
Jose Rizal.
Say: This is Dr. Jose Rizal,
our national hero. Point to
the fl ag on the fl ag pole.
Say: That is our Philippine
flag, the symbol of our
country.
Ask: What word do you use
when pointing to an object
or a person near you?
What do you use when the
object or person you are
pointing at is far from you?
131
Give a pupil a particular
object. Let him/her talk
about it using the pattern:
This is a/an _____. Show
Let the pupils recite the
chant “Near or Far” again.
Presentation: (Refer to LM,
p. 250, Let’s Aim)
Prepare pictures for this
activity. Hold a picture of
two or more carabaos.
Say: These are carabaos.
Point to the trees outside
or a picture of trees away
from you.
Say: Those are trees.
(Write these sentences on
the board.) Call on some
pupils, one at a time, to
repeat after you.
Ask: What do you use
when pointing to two or
more objects or persons
near you? What do you use
when pointing to two or
more objects or persons
far from you?
Give a pupil two or more
mangoes or pictures of
mangoes. Let him/her say:
These are _______.
(Refer to LM, p. 252, Get
Set) Show pictures of
community helpers. Have
the pupils say something
about them.
Ask: Do you need these
people? Why or why not?
Why are they important?
Unlocking of Difficult
Words (context clues):
1. motherland – The
Philippines is my
motherland.
2. 2. liberty – We live in a
free country because
we have our liberty.
 Ask: Do you
love our
country? Why
or why not?
How do you
show your love
for your
country?
Today, we will discover
what the boy wants.
Read Aloud: (Refer to LM,
p. 252, Let’s Aim)
(Refer to LM, p. 252, Get
Set) Show pictures of
community helpers. Have
the pupils say something
about them.
Ask: Do you need these
people? Why or why not?
Why are they important?
Unlocking of Diffi cult
Words (context clues):
3. motherland – The
Philippines is my
motherland.
4. 2. liberty – We live in a
free country because
we have our liberty.
 Ask: Do you
love our
country? Why
or why not?
How do you
show your love
for your
country?
Today, we will discover
what the boy wants.
Read Aloud: (Refer to LM,
p. 252, Let’s Aim)
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E. Discussing new concepts
and practicing new skills # 2
excited to come to school? an object. Ask a pupil to (referring to the Ask the pupils to read the Ask the pupils to read the
(Ryan) 2. What did he bring point to it, saying: That is objects/things) Show two poem, individually and poem, individually and
to school? (picture of the a/an ______. or more things or objects. then by group. then by group.
Philippine fl ag and chart of Call on some pupils
the Philippine symbols) 3. away/far from you. Let
What are the different them point to these
colors in our Philippine fl objects/things and say:
ag? (blue, red, white, Those are _________.
yellow) 4. What do the
colors mean? (blue for
peace, red for bravery,
white for purity) 5. In
school, how do you show
your respect to our fl ag?
(We stand straight and
look at it while it is being
raised. We carry it with
utmost care. We don’t let
it touch the ground. We
don’t let it get wet. etc.) 6.
Are you proud of our
national symbols? Why?
(Yes, because I am a
Filipino.) Ask: How will you
take care of our national
symbols? (I will not destroy
them. I will use them
properly.)
Have pupils answer the Repeat this activity using Take the pupils to the Ask them to answer the Ask them to answer the
following with the different objects until the school grounds or garden. following: following:
appropriate details. pupils are able to master Let them talk about the 1. What is the title of the 1. What is the title of the
1. What did Mrs. Cruz say the pattern. things they see using These poem? (I Want to Serve My poem? (I Want to Serve My
about the Philippine fl are and Those are. Country) Country)
ag? (symbol of our 2. How do you want to 2. How do you want to
country, has white serve your country when serve your country when
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F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical application
of concepts and skills in
daily living
triangle, with blue and
red stripes, etc.)
2. How is the mango
described? (yellow,
green, ripe, delicious)
3. Have you eaten yellow
and green mangoes?
4. Do you like their taste?
5. What can you say
about the mango you
have eaten? (It’s sweet.
It’s delicious. It’s sour.)
What is the beginning and
ending sound of each word
or detail? (Say the words
from the details to be
given by the pupils. Let
them give the initial and fi
nal sounds.)
Group Work: Ask: What
important details are given
about the mango? (Refer
to LM, p. 244, We Can Do
It)
Ask pupils to look around
them. Have them point to
a person or object using
This and That. (Refer to
LM, p. 248, We Can Do It)
Ask tha pupils to bring out
some of the things inside
their bag and let them
make sentence by using
This and That.
Ask pupils to look around
them. Have them point to
persons or objects using
These and Those.
Call on some pupils to take
any national symbol in a
box. Let each one use the
appropriate pattern below
in telling what he or she is
holding. These are
___________. Let them
talk about what their
classmates are holding too
by using the following
pattern: Those are
___________.
you grow up? (Answers
may vary.)
3. Who among your family
members do you think is
serving our country?
(Answers may vary.)
4. How is he/she serving
our country? (Answers may
vary.) 5. How can you show
your love for our country?
(be a good pupil, be a good
son/ daughter, follow
school rules and
regulations, follow traffi c
laws, help my family in
doing household chores,
etc.)
Have pupils do the activity.
(Refer to LM, p. 253, Let’s
Answer)
Let the pupils give words
from the poem with the
following initial sounds: c,
r, b, d, t, and f.
Say the sounds of the
following letters to
produce consonant
clusters/blends. Have them
write the letters with the
following blends/clusters:
/g-r/ /t-r/ /c-r/
/p-r/ /b-r/ Have pupils
give words from the poem
that begin with the
following sounds: /gr/
/tr/ /cr/ /pr/
you grow up? (Answers
may vary.)
3. Who among your family
members do you think is
serving our country?
(Answers may vary.)
4. How is he/she serving
our country? (Answers may
vary.) 5. How can you show
your love for our country?
(be a good pupil, be a good
son/ daughter, follow
school rules and
regulations, follow traffi c
laws, help my family in
doing household chores,
etc.)
Have pupils do the activity.
(Refer to LM, p. 253, Let’s
Answer)
Let the pupils give words
from the poem with the
following initial sounds: c,
r, b, d, t, and f.
Say the sounds of the
following letters to
produce consonant
clusters/blends. Have them
write the letters with the
following blends/clusters:
/g-r/ /t-r/ /c-r/
/p-r/ /b-r/ Have pupils
give words from the poem
that begin with the
following sounds: /gr/
/tr/ /cr/ /pr/
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H. Making generalizations and Ask: What should you do  We use This is when
abstractions about the to understand a selection
lesson or story you listened to?
When listening, we should
pay attention to the  We use That is when
important details for
better understanding.
What should we remember
when saying or reading a
word?
In speaking and reading,
it is important to
pronounce words properly.
/br/ Ask: What is the /br/ Ask: What is the
beginning sound of the beginning sound of the
word grow? brave? true? word grow? brave? true?
What letters represent What letters represent
each beginning sound? Is each beginning sound? Is
there a vowel sound there a vowel sound
between the initial between the initial
consonants? Say: We call consonants? Say: We call
these consonant these consonant
combinations, consonant combinations, consonant
clusters or blends. Filipinos clusters or blends. Filipinos
are great. Filipinos are are great. Filipinos are
brave. We give pride to the brave. We give pride to the
country. country.
Ask: What do you use A consonant cluster or A consonant cluster or
the speaker is near one when pointing to two or blend is a group of blend is a group of
person, object, or more persons, places, or consonants without any consonants without any
thing. things you are holding or vowel between them. vowel between them.
near you? (These) What do The sound of each The sound of each
pointing to one person, you use when pointing to consonant is heard like in consonant is heard like in
object, or thing far two or more persons, the following words: the following words:
from the speaker. places, or things away or 1. drum (d-r-u-m) 6. drum (d-r-u-m)
far from you? (Those) 2. brown (b-r-o-w-n) 7. brown (b-r-o-w-n)
1. We use These are 3. crab (c-r-a-b) 8. crab (c-r-a-b)
when the speaker is 4. prize (p-r-i-z-e) 9. prize (p-r-i-z-e)
holding or near two or 5. frog (f-r-o-g) 10. frog (f-r-o-g)
more persons, objects,
or places.
2. We use Those are
when the speaker is
pointing to two or
more persons, objects,
or places far from
him/her.
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I. Evaluating learning
J. Additional activities for
application or remediation
Have pupils answer the Ask the pupils to look (Refer to LM, p. 251, Using the teacher chart, Using the teacher chart,
following questions with outside and tell what they Measure My Learning) Key have the pupils choose the have the pupils choose the
the appropriate details: see using That is to Correction: correct initial consonant correct initial consonant
1. What is the most a/an_____. Have them 1. those clusters/ blends (cr, br, tr, clusters/ blends (cr, br, tr,
important symbol of hold an object and show it 2. These gr, pr) that will complete gr, pr) that will complete
our country? (the to their classmates and 3. these the following words: the following words:
Philippine say: This is a/an______. 4. those 1. ap 1. ap
flag) 5. These 2. ay 2. ay
2. What are the different 6. those 3. ab 3. ab
colors of the Philippine 7. These 4. oo 4. oo
flag? (red, white, and 8. Those 5.ib 5.ib
blue)
3. Where can we see the
picture of the sun? (at the
center of the white
triangle)
4. What is the shape of the
Philippine flag? (rectangle)
5. Which color of the fl ag
stands for bravery and
patriotism? (red)
Have the pupils do the (Refer to LM, p. 249, Let the pupils think of the Have pupils do the activity. Have pupils do the activity.
coloring activity. (Refer to Measure My Learning) things they see inside the (Refer to LM, p. 254, We (Refer to LM, p. 254, We
LM, p. 246, Measure My Say: Write This or That to school and make sentences Can Do It) Can Do It)
Learning) complete the sentence. by using these and those Ask the pupils to complete Ask the pupils to complete
Bring pictures of Philippine Key to Correction: the name of the picture the name of the picture
symbols or anything made 1. This with the correct consonant with the correct consonant
in the Philippines. Be ready 2. That blend. Key to Correction: blend. Key to Correction:
to say something about it 3. this 1. frog 1. frog
in class. 4. This 2. drown 2. drown
5. That 3. crab 3. crab
6. That 4. branch 4. branch
7. This 5. grass 5. grass
8. This 6. truck 6. truck
7. prince 7. prince
8. brush 8. brush
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 9. travel 9. travel

V. REMARKS Objectives for this lesson are attainable for Thursday &
Friday to ensure mastery
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
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 materials did I
use/discover which I wish to
share with other teachers?
For improvement, enhancement and/or clarifications of any DepEd material used, kindly submit feedback to bld.tld.@deped.gov.ph. Lag932016

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