School: SALAY RIVER ELEMENTARY SCHOOL Grade Level: II

GRADES 1 to 12 Teacher: ANA MARIE P. ARAZO Learning Area: ENGLISH

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

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)

B. Establishing a purpose Motivation:
for the lesson Sing the song, “The Wheels on
the Bus” Show the Teacher
Chart using Manila paper.
Replace the means of
transportation by using word
flashcards.
Example: The wheels on the
truck go round and round.
Round and round (2x)
Other possible answers: jeep,
truck, taxi...
Activating Prior Knowledge
Show the question chart made
by the teacher on a Manila
paper.
Answers will vary.
Motivation:
Riddle:
I am small.
But I can grow as tall as a
building.
I am a living thing.
Birds, bees and the wind help
me
spread and grow.
What am I?
Answer: A seed
Activating Prior Knowledge
Get Set
Fill in the blanks and write
what you already know
about trees and what you
would like to know
about them.
Make a Bulletin Board
Today, I feel
________________________________
____
because_________________________
______________.
Daily Language Activity
Words for the Day (Drill)
Motivation:
Show pictures of people with different
kinds of ears, lips, eyes, nose and
faces.
Activating Prior Knowledge:
What can you say about these people?
What makes these people special? In
our story today, what do you think will
be the problem of our main character?
Motivation: Orient pupils on the
Bring the Character to life - Ask the directions.
pupils to draw their favorite storybook
character and let them imagine what
would happen if a storybook character
were to come to life and walk in the
classroom or into the student’s home.
See LM – Get Set.
Get Set
Draw your favorite storybook
character and tell why he or she is
special.
Listen to your teacher as she reads the
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.
Dialogue- I spy with my
beautiful eyes...I see
a/an_____________.
(Use real objects inside the
classroom)
Look at the picture. What do
you see? Use the sentence
pattern below: Refer to LM –
D. Discussing new Comprehension Questions:
concepts and practicing Let’s Aim, I Spy activity.
new skills #1 Give a copy of the picture to
each group and let them do
their group work.
1. Divide the class into teams
with 5 members each.
2. Put a scoreboard on the
chalkboard.
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…”
used.
I Planted a Seed
by Amcy M. Esteban
I planted a seed:
First a seed,
Then, a sprout,
and the leaves,
Slowly, the buds
come out.
They grow bigger
And bloom with fragrance.
Butterfles and bees come
to enjoy the sweet smell.
Animals, insects, and the wind
help spread their new seeds
to the new garden where…
the other seeds are planted
again.
Comprehension Questions:
Look for the punctuation marks
used in the poem.
Draw the punctuation mark in
the box.
He has big ears. People might laugh at
his ears. He hid his ears. The barber
told his secret. The guests giggled.
Comprehension Questions:
1. How did Mark solve his problem?
2. Did the mother do the right thing?
Why?
3. If you were the mother, how would
you solve the problem?
Along’ technique. The children will
listen to the teacher while she reads
and they will try to use their fingers
until the story is done.
Dress the Character
1. Divide the children in small groups.
2. Give them materials to dress up one
member of their group as a character
from one of
the animals read earlier. To ensure a
variety of characters and to avoid
replication,
once a group decides on a character,
no one can choose that anymore.
3. Children can use only the materials
given to them, otherwise they’ll be
disqualified.
Choose a reporter who will talk about
the character.
Give them 15 minutes to do this
activity
Independent Practice:
Time Capsule – Explain to your class
that a time capsule is a sealed
container preserving artifacts and
records of the current time for people
to uncover in the far future. Discuss
with your class if this book were in a
time capsule, what would people in
the future learn from it?
E. Discussing new Group Activity
concepts and practicing 1. Recognize the team and
new skills #2 allows the leader to finish the
sentence. I spy a
_____________(a fox)
2. Write the name of the
animal/person/object under
the column of the team.
3. The team that finds the most
character wins.
4. The game is over when all
the 10 or more characters are
found.
Allow the pupils to go outside
to spy for things they see in
school and use the sentence
stem while walking with a
partner. Reporting – Panel
discussion
I spy a _____________(a fox)
F. Developing mastery We Can Do It
( Leads to formative I Spy with My Beautiful Eyes...
assessment ) Study the picture below. Make
a sentence by
following the pattern below.
Group Work:
Arrange the pictures to show
the life of a plant
Prepare 2 sets of pictures. The
team who will be able to
arrange the correct order of
events first will be the winner.
Locate information from the
poem.
Team A versus Team B
( Sequencing of Events) -What
happens to a seed?
Independent Practice:
Tell the pupils to answer the
Cloze Activity entitled “Seeds”.
Seeds are like...
Group Work:
Allow the children to choose one
learning center where they would like
to work. They
can use the Mother Tongue in
completing their task. However,
encourage them to speak
in English while working. Then, try to
translate after their presentation.
Learning Center 1 – Make paper bag
hand puppets and talk about the
characteristics of
the character/(s) in the story.
Learning Center 2 – Clay Artist at Work
- The group members will use the clay
to make
a diorama of the setting of the story.
We Can Do It
Make a pyramid by filing in the boxes
with important information from the
story.
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
Group Work:
Interview the Character. Work by pairs.
One will become an interviewer and
the other
member will be the interviewee.
The interviewer will prepare his/her
questions and take down notes.
The interviewee will answer the
questions and will pretend that he /
she is the character
of the story. He/she will answer based
on his knowledge of the character
from reading the story. When the
interview is over, each pair should
report the highlights of the interview
to the class.
We Can Do It Testing
Answer the questions and write your
answers on the blank. If the story Mark
Has Horse’s Ears were in a time
capsule, what would people in the
future
learn from it? Why should they read it?
G. Finding practical/ I Can Do It
applications of concepts Be ready for a walk inside your
and skills in daily living school. Your
teacher will accompany you
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:
generalizations and What should you remember in
abstractions about the listening and following a set of
lesson written or verbal three-step
directions?
How do you express your ideas
and opinion?
I. Evaluating Learning Measure My Learning
Creative writing – Write 1 to 2
sentences to express your
ideas and opinions about the
activity that we did today.
Have pupils do I Can Do It on
page391of the LM.
Remember This:
What should you remember in
sequencing events that happen
in the story listened to?
Measure My Learning
Write what you’ve learned
about the life of a plant.
ICan Do It
Name these characters. Put a check (/)
in the box if they are good and cross (x)
if they are not good.
Remember This:
What should you remember in
retelling familiar story ?
Measure My Learning
What could be the reason why the boy
has the horse’s ears? Reason Out and
Be Heard!
What is more important the physical
appearance of a person or the beauty
of one’s heart?
The inner beauty of a person is more
important than his/her physical
appearance.
I Can Do It
Write a letter for the people in the
future describing the value of a book.
Remember This: What did you learn?
The characters of the story are the
people, animals and things in the story.
Measure My Learning Checking the test
Why is it important to read and to paper.Noting item missed.
know the characters of the story?
Knowing the characters and
understanding the how the characters
behave is exciting and
meaningful.
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?