GRADE 1 to 12 School Grade Level 2

DAILY LESSON Teacher Subject: ENGLISH

LOG Date Quarter 1 – WEEK 1

OBJECTIVES Monday Tuesday Wednesday Thursday Friday

A. Content Demonstrate understanding of Demonstrate understanding of letter-sound Demonstrate understanding of letter- Demonstrate understanding of letter-
Standard letter-sound relationship for relationship for effective transfer of sound relationship for effective sound relationship for effective
effective transfer of learning learning transfer of learning transfer of learning
B. Performance Correctly hears and records sounds Correctly hears and records sounds Correctly hears and records sounds
Standard Correctly hears and records sounds
C. Learning 1. listen and learn to classify, 1. listen and learn to classify, identify, and 1. listen and learn to classify, identify, 1. listen and learn to classify,
Competency/ identify, and recognize sounds recognize sounds produced by animals, and recognize sounds produced by identify, and recognize sounds
Objectives produced by animals, musical musical instruments, animals, musical instruments, produced by animals, musical
instruments, transportation and environmental sounds. transportation and environmental instruments,
Write the LC code transportation and environmental 2. classify sounds as loud and soft. sounds. transportation and environmental
for each. sounds. EN2PA-Ia-c-1.1 2. classify sounds as loud and soft. sounds.
2. classify sounds as loud and soft. EN2PA-Ia-c-1.1 2. classify sounds as loud and soft.
EN2PA-Ia-c-1.1 EN2PA-Ia-c-1.1

II. CONTENT Classifying/Categorizing Classifying/Categorizing Sounds Classifying/Categorizing Sounds Classifying/Categorizing

Sounds Heard (Animals,
Mechanical Objects, Musical
Instruments, Environmental)
Classification of Loud/Soft
Sounds
III. LEARNING
RESOURCES
Heard (Animals, Mechanical
Objects, Musical Instruments,
Environmental)
Classification of Loud/Soft Sounds
Heard (Animals, Mechanical
Objects, Musical Instruments,
Environmental)
Classification of Loud/Soft
Sounds
Sounds Heard (Animals,
Mechanical Objects, Musical
Instruments, Environmental)
Classification of Loud/Soft
Sounds

A. References K-12 MELC- p.130 K-12 MELC- p.130 K-12 MELC- p.130 K-12 MELC- p.130
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional SLM / ADM SLM / ADM SLM / ADM SLM / ADM
Materials from
Learning
Resource (LR)
portal
B. Other Learning Audio ( mp3), pictures, tarpapel Audio ( mp3), pictures, tarpapel Audio ( mp3), pictures, tarpapel Pre-assessment Test/ Diagnostic Test
Resource Files
III.
PROCEDURES
A. Reviewing Listen to the sound around you. There are many types of sounds Recall past lesson. Recall past lesson.
previous lesson or What are the sounds that you hear? in the environment. Some are produced by
presenting the new people, animals,
lesson mechanical objects, musical instruments,
and other things around
 us.
B. Establishing a Have you been in a zoo? Show a picture of an animal and let the Learning to classify or categorize What is your favorite musical
purpose for the What animals can we find at the pupils imitate the movement and sound of sounds heard is an instrument?
lesson zoo? the animal. This can be done by group. important skill. It helps us identify What sound do you like when
and distinguish the listening to the sounds around you?
sounds heard in the environment.

C. Presenting Present pictures of animals, say the Today we shall have a game Choose the musical instruments Put a check (✓) if the thing has a loud
examples/ name of animal and let the pupil below and draw them in your sound and cross (X) if it has a soft sound.
instances of the repeat them. Pupil A will choose a picture of an animal Do this in your notebook.
notebook.
new lesson and ask pupil B to produce its sound.

D. Discussing new Listen to the story entitled Sound This time mimic the sound of animal and Identify whether the objects and Put a cross (X) to mark objects that
concepts and Game in the Zoo. ask your seatmate to identify the animal. animals make loud make loud sounds
practicing new or soft sound. Write your answers in and check (✓) for those that make
skills #1 Sound Game in the Zoo your notebook. soft sounds. Write your
by Donabel H. Magararu
answers in your notebook.
 E. Discussing new What are the animals Which of the following means of From the activity choose 2
concepts and transportation objects and imitate its sound.
practicing new mentioned in the story? produce loud sounds? Write their
skills #2 names in your Do this with a partner.
notebook.

F. Developing Imitate the sounds of the Look at the animals below. Mimic the sound
mastery (leads to produced by each animal. Classify each animal Write the things from the
Formative animals in the story. according sound as to loud sound or soft sound. environment that make sounds.
Write your answers in your notebook.
Assessment 3) Write your answers in your notebook.
 G. Finding Read the sound. Repeat the sound. Group Activity Put a cross (X) if the sound Draw three objects that
practical Choose the letter Give each group different list of animals.
application of of the sound heard. Write your Each group will Imitate the sounds of the is made by an animal and make soft sounds and three
concepts and skills answers in your notebook. animals listed and let the group identify the check (/) if the sound is objects that make loud
in daily living animal. made by a thing. Write your sounds. Do the activity in
More correct anwers wins. answers in your notebook. your
notebook.

H.Making What did you learn for today’s Animals make different sounds.They make ➢ Different animals produce
generalizations lesson? loud and soft sounds. different sounds. Their
and abstractions sounds could be loud/high or
about the lesson
soft/low.
➢ Musical instruments have different
sounds. Some
musical instruments produce
loud/high or soft/low
sounds.
➢ Sounds in the environment and
transportation differ
All sounds come from
vibrating object. Sounds
may come from animals,
mechanical objects, musical
instruments and environment.
We can describe
different sounds as loud or soft
and we can use these
characteristics of sounds to
identify types of sounds
 from one another. They can be and their sources.
loud/high or loud/soft.
I. Evaluating Look at each pictures. Check (/) if the Match the object with the sound it A.What makes the following sounds?
learning sound it makes is loud or soft. produces. Write Write your answers
your answers in your notebook. in your notebook.

B. Identify the kind of sounds given

below. Are they loud
or soft? Write your answers in your
notebook.

J. Additional Challenge the pupils for the next test.

activities for
application or
remediation
IV. REMARKS
V. REFLECTION
A..No. of learners ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80%
who earned 80% ___ of Learners who earned 80% above above
in the evaluation above
B.No. of learners ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
who require activities for remediation additional activities for remediation activities for remediation additional activities for remediation additional activities for remediation
additional
activities for
remediation who
scored below 80%
C. Did the ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
remedial lessons
work? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the
No. of learners lesson lesson lesson lesson
who have caught
up with
the lesson
D. No. of learners ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to
who continue to require remediation require remediation remediation require remediation require remediation
require
remediation
E. Which of my Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
teaching strategies ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
worked well? Why ___ Games ___ Games ___ Games ___ Games ___ Games
did these work? ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
doing their tasks in doing their tasks doing their tasks doing their tasks
doing their tasks
F. What __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
difficulties did I __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
encounter which __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
my principal or __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
supervisor can Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
help me solve? __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
G. What Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
innovation or __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
localized materials __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
did I use/discover views of the locality views of the locality views of the locality views of the locality views of the locality
which I wish to __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
share with other Instructional Materials as Instructional Materials Instructional Materials Instructional Materials Instructional Materials
teachers? __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
Sound Game in the Zoo
by Donabel H. Magararu

It’s Theresa’s much-awaited day. It’s her 7th birthday, her Nanay
and Tatay promised that they would go to Laguna Wildlife Park and
Rescue Center. A zoo at La Vista Pansol, Calamba City. As promised
by her parents, today, the family will visit the Wildlife Park and Rescue
Center. To make their visit fun and memorable, they decided to play a
game. Theresa would be blindfolded and led by her parents near the
animals' cages. She has to identify each animal by listening to the
sound it makes.
Nanay, Tatay, and blindfolded Theresa approached the first
animal. Theresa listened well until she heard this loud sound,
“Neigh...neigh...neigh...neigh”. Theresa exclaimed, “It’s a horse! It’s a
horse!” She got it right. It was the Wildlife Park’s newly adopted pony
named Corona. Nanay replaced Theresa’s blindfold and they went on
to the next. The birthday girl listened carefully until she heard this loud
sound “grunt....grunt....grunt...grunt”. “Oh!, what is that?” she asked. “I
think it’s a crocodile!” She got it right. It’s a Caiman crocodile. The
sound guessing game continued.
Other animal sounds that Theresa guessed right are the following;
a. Hissss… hissss.. hissss..hisss.... soft sound made by a snake,
b. Oink...oink...oink...oink... oink.... loud sound by the wild pigs,
c. Cooo...cooo...cooo...cooo..... gentle sound from pigeons and
d. Ungaaaa, ungaaa, ungaaa.....a loud sound coming from a cow.
Theresa’s family had a great day at the wildlife park. It was an
unforgettable adventure and a birthday celebration that is worth the
wait.