DAILY LESSON LOG School TANDAG CENTRAL Grade Level GRADE 2

ELEMENTARY SCHOOL
Teacher KITH JOY B. IMPOK Learning Area ENGLISH
Teaching Dates and Time Quarter 2, WEEK- 1-5

(ANNOTATIONS)
I. OBJECTIVES -PPST INDICATORS/
KRA
OBJECTIVES/RUBRI
C INDICATORS TO
BE OBSERVED
DURING THE
DEMONSTRATION
A. Content Standards Demonstrates understanding of text elements to see the relationship between known and new information to facilitate
comprehension.
Demonstrates understanding of information heard to make meaningful decision.
B. Performance Correctly presents text elements through simple organizers to make inferences, predictions, and conclusions.
Standards Uses information from theme-based activities as guide for decision making and following instructions.
C. Learning Learning Competency:
Competencies/  Identify and discuss the elements of a story (theme, setting, characters, and events).
Objectives
Write the LC code
for each (EN2LC-IIf-g 2.2)

Specific Objectives:
 Knowledge
Identify the elements of a story.

 Skill
Answer Wh- questions from the story listened to.

 Attitude
Makes personal accounts on stories/texts as expression of appreciation to familiar books.

II. CONTENT ELEMENTS OF THE STORY

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide MELC page 180, English 2 – Teacher’s guide page 13,
pages
2. Learner’s Materials 1. BEAM ENG1 Module 8 – Noting Details. 2009.
pages 2. BEAM ENG2 Module 6B – Using -ing Form of the Verb. 2009.
3. Textbook pages English 2 Learners Material page 20
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Pictures of animals, word cards, chart, Visual Aids,
Resources
C. Content KRA 1, Objective 1
Integration Content Integration
Across Curriculum
(Apply knowledge
of content within
and across
curriculum teaching
areas)
D. Values Reality, Humanity, Empathy, Imagination, Realization, Positive Emotion, Positive Self Development
Integration:
E. Teaching Collaborative learning, Group Presentation and Discussion, Differentiated Activity, Demonstration KRA 2, Objective 8
Strategies: Variety of
Strategies
IV. PROCEDURES (Teacher’s Activity) (Student’s Activity)
A. Preliminary Activities
 Prayer Good morning, class! Before we are going to start our lesson
for today, let’s have a prayer!

Everybody is requested to stand.

Let us put ourselves in the holy presence of God! In the name
of the Father, and of the Son, and of the Holy Spirit, Amen.

Good morning, Teacher Joy!

 Greetings Once again, good morning! Good morning, classmates!
 Good morning, everybody!

Okay, thank you and please sit down!

 Attendance Let us now check your attendance. Who is absent today? None, Teacher!

Very good!
 Classroom Rules Please be guided with these gentle class rules: KRA 1, Objective 5
Safety policies and
1. Respect everyone. procedures
2. Do not talk when somebody is talking. (Establish safe and
3. Raise your hand if you want to answer. secure learning
4. Avoid making unnecessary noise. environment to
5. Participate in all group activities. enhance learning
6. Enjoy while learning! through the
consistent
Are all these rules clear? Yes, teacher! implementation of
policies, guidelines,
Okay, very good! I hope you will abide to all of the class rules. and procedures)
 Review What was our previous topic, class? Our topic last meeting was about The Alphabet.

Okay, very good!

By the way, how many letters are there in English alphabet?
And the Filipino alphabet?
The English alphabet has 26 letters. The Filipino alphabet
has 28 letters.
There are letters in the Filipino which are not present in the
English alphabet. ñ and ng in the Filipino alphabet are not
found in the English alphabet.

Very good, class!

Do you have any doubts or queries with regards to our None, Teacher!
previous topic?
 Motivation Activity 1: No one’s too old for compliments!
Materials: Piece of Paper, Ballpen, Pencil
Procedures:
1. Write your name in the top left corner. And
pass it around to your classmates. The catch here is
that you should be able to write a compliment
 to your classmate, a simple sentence or word
will suffice.

Note: You only have 1 min. and 30 seconds to answer! The

timer starts now!

Is that clear? Yes Sir!

Are you all excited? Yes Sir.

Okay, let’s start in 5, 4, 3, 2, 1, go!

Okay, now I want you to read the compliments written about

you quietly. And be grateful that people see the best in you.

How do you find the activity? It's wonderful, sir, because we can now learn what our
classmates think of us.

Wow, it’s nice to hear that!

Since you’re all energized Let’s proceed to our topic.

Okay, so our topic for today is about Elements of the Story.

 Reading of the Within the given period, you are expected to:
lesson objectives 1. Identify and discuss the elements of a story (theme,
setting, characters, and events)
2. Answer Wh- (who, what, where, when,) questions
from the story listen to.

 Vocabulary Unlocking of difficult words:

 Setting – tells where the story happened.
 Character – tells who the persons/animals are in the
story.
 Problem – tells what the problem is.
 Solution – tells how the problem is solved.
  Ending – tells how the story ends
B. Presentation of the Activity: Letter Game KRA1, Objective 3
lesson: Instructions: I will show a picture of animals and then each Activity sheets to
1. Activity one of you will identify what specific animals it is. assess each
individual.
Do you understand children? Yes Teacher Joy!
Okay very good, let’s start!

What do you call the animal in the first picture? it’s a dog!

What do you call the animal in the second picture? it’s a pig!

What do you call the animal in the third picture? it’s a horse!

What do you call the animal in the fourth picture? it’s a hen!

Wow! Very good! You can identify these animals!

Have you seen these animals, children? In your own home?

Or in the zoo, or in your own backyard? Yes teacher!

(Student 1) We have dogs in our home teacher. Making it as

my pet

(Student 2) Sir, my father raises chickens and pigs, which he

sells when they grow big. 

Wow! What a fascinating home you have.

So, now I will show you the name card of each animal.

I'll read the words that identify the animal, and you'll have to
repeat them after me.

Do you understand children? Okay Yes teacher!

The first picture is a dog. What is the first picture?

A dog is a common animal with four legs, especially kept by A dog!
people as a pet or to hunt or guard things.

The second picture is a pig. What is the second picture?

Pigs are found and raised all over the world, and provide A pig!
valuable products to humans, including pork, what we eat.

The third picture is a horse. What is the third picture?

A horse is a large, four-legged animal with hooves, a long A horse!
nose and tail, and a mane of hair along its upper back.

The fourth picture is a hen. What is the fourth picture?

A female bird who are used to lay eggs to produce chicks. A hen!

Do you understand children? Yes teacher!

Very good!
Exercise: Vocabulary (through picture clues)
Let’s have an exercise. I have three examples of images and
you need to identify what is the exact images that are shown.

1. soup, coop, reap

2. look, feed, book

3. den, ten, hen

Instruction: Using the given box, choose the right answer. Answers:

What is the correct answer for given number 1? Coop

What is the correct answer for given number 2? Feed

What is the correct answer for given number 3? Hen

Excellent work! You did, in fact, understand the various

images.

Reading a Story:

Okay now, I will read a story about “The Tenth Hen”. I want
you listen carefully so that you will understand the story.

Am I clear children? Yes, teacher Joy.

The Tenth Hen

By: Myrna Hipolito

Ben’s father, Tem, has ten hens. Ben feeds the ten hens every
day. He sets them free until ten in the morning. Ben sees to it
that chickens are in the coop before he leaves for school.

Who owns the hen? Ben’s father, Tem.

How many hens are there? He has 10 hens.

Who feeds the hen? Ben.

What do you think will happen to the ten hens? ------answers may vary -------

“One, two, three, four, five, six, seven, eight, nine… “Ben
counted the hens. “Father, Ren-ren, the tenth hen is missing,”
Ben shouted. “No, Ben Ren-ren is in the pen. Go, get Ren-
 ren”, Father replied.
How many hens did Ben count? 9 hens.

Why did Ben shout? The tenth hen is missing.

Whom did Ben call when he found out that one hen is His father
missing?

Did Ben find Ren-ren? Yes, his father said that the tenth hen is in the pen.

“One, two, three, four, five, six, seven, eight, nine, ten” Ben
happily counted the ten hens. Now, he has ten hens in the
coop.

Why is Ben so happy? Because the ten hens are completed in the coop.

How many hens are in the coop? Ten hens.

2. Analysis Answer the following questions.

1.Where did the story happen? answer: Ben’s House.

(Setting)

2. Who were the characters in the story? answer:Ben, Tem, and the 10 hens.
(Characters)

3. What was Ben’s problem? answer:the tenth hen is missing.

(Problem)

4. How was Ben’s problem solved? answer:Ben found the tenth hen.
(Solution)

5. How did the story end? answer: Ben happily counted the ten hens.
(Ending)
3. Abstraction Group Activity: Below is an illustration of a story map. The ------answers may vary-------
map shows the elements of a story. Recall the story, “The
Tenth Hen” and identify its elements. Write them in the story
map provided.
Group 1

problem

solution

setting character ending

Group
2

REMEMBER THIS!
 Setting – tells where the story happened.
 Character – tells who the persons/animals are in the
story.
 Problem – tells what the problem is.
 Solution – tells how the problem is solved.
 Ending – tells how the story ends.

Group 3
 4. Application I. Identify the elements of the story. Encircle the correct KRA 2, Objective 6
answer. Activity sheet, quiz
(Refer to LM, p. 22, I Can Do It) and test for
providing accurate
1. Completed the hens character ending problem Answers: and constructive
1. Ending feedback.
2. Ren-ren is in the pen. solution climax setting 2. Solution
3. The tenth hen is missing. solution problem ending 3. Problem
4. Solution
4. Ben found the tenth hen. setting character solution 5. Character
5. Tem character setting problem 6. Setting
7. Character
6. Ben’s house setting solution ending
7. Ben Solution ending character

V. Evaluation Group Activity: Match and connect the elements of the story. Answers:
(Refer to LM, p. 22, Measure My Learning) 1. B
1. Mario the polite boy. a. problem 2. E
2. in the school. b. character 3. A
3. Mario lost his wallet. c. solution 4. C
4. The school helper found the wallet. d. ending 5. D
5. Mario was able to have his recess. e. setting
VI. Assignment. DIRECTIONS: Create a short story that consist of setting,
character, problem, solution and ending.

Needs Fair Good Very Score

Good
1. Content:
Originality of
ideas 1-5 6-10 11-15 16-20

Appropriateness
of setting
Development of
characters and
plot
2. Organization:
Plot structure,
e.g. orientation,
complication,
climax,
resolution

Coherence and
cohesion of 1-5 6-10 11-15 16-20
ideas

Paragraphing
3. Language and
style:

Range and
appropriateness
of vocabulary 1-5 6-10 11-15 16-20

Range and
accuracy of
grammar
structures

Accuracy of
spelling,
capitalization,
punctuation

Appropriateness
of tone and
 register
TOTA
L

/60

Yes, Teacher Joy

Is that clear?
None so far, Teacher!
Any clarifications or queries?
VII. CONCLUDING Okay, so before we leave the classroom, kindly arrange the
ACTIVITY chairs and pick up some pieces of paper or garbage along (They arrange the chairs and organize properly.)
your area. Then, dispose it properly on our trash cans.

That’s all for today, I hope everything is clear and you learned Goodbye and thank you, teacher Joy!
a lot from today's lesson. Have a wonderful day. Good luck,
kids! Goodbye!

VIII. REMARKS Re-teaching Transfer of lesson to the following

day

Lack of Time Achieved No class

IX. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
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 this
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?
Prepared by: Checked and Reviewed by: Noted:

KITH JOY B. IMPOK ERWIN B. BERRY

Date Checked: _____________ Signature: ____________

Date Observed: _____________ Signature: ___________