School Grade Level TWO

Grades 1 to 12 Teacher Learning Area ENGLISH-2

DAILY LESSON LOG Date & Time Quarter 2nd QUARTER w7

I.OBJECTIVES

A. Content Standard
Demonstrates understanding of the concepts of nouns, verbs, and adjectives
for proper identification and description.
B. Performance Standard
Uses verbs in a variety of oral and written theme-based activities.
C. Learning Competencies
Recognize common action words in retelling, conversation, etc. EN1G-IIa-e-
3.4

● name the common action words used in real lifetime situation;

● recognize the common action words in retelling and conversation;

● understand the concepts of action words.

II. Subject Matter: Common Action Words

III. LEARNING RESOURCES

A. References CG 2016 p. 27

TM pp. 17-18

LM pp 152-154

Developing Reading Power I by Capili Ferrer Condez Logue Bagabaldo –

Author/Editor, Exercise 12 page 24-25

Pado, Felicitas et. al. (2013). Let's Begin Reading in English 2 Learner's Material. 2 nd
Floor Dorm G, PhilSports Complex, Meralco Avenue, Pasig City Philippines:
Department of Education, 247-273

B. Other Learning C. PPT, meta cards, pentel pen, manila paper, brag tags, worksheets, traffic light
Resources
behavior chart

Integration: Health, EsP

D. Strategies: Differentiated Instruction, ICT Integration, Group work, Think-pair-

Share, Games

IV. PROCEDURES ACTIVITIES ANNOTATIONS

A) Reviewing previous lesson Preliminary: Observable #2:

or presenting the new lesson
Use a range of
teaching
strategies that
Checking of attendance enhance learner
achievement in
ELICIT literacy and
numeracy skills.
Good morning, class! Good morning children.
Will you look for some papers The teacher is
under your chairs and kindly engaging students
keep them first inside your in a review activity
bag. Leaders, please report For us to be guided on the things that we are doing today let us all that involves
about the attendance of identifying the
remember the following classroom guidelines.
your group beginning letter of
the name of each
picture. This
activity is
(Teacher will present through video presentation designed to
enhance the
Classroom Rules New Normal Health Protocols students' literacy
skills by
reinforcing their
knowledge of
letter sounds and
Review
their ability to
recognize and
associate letters
with
corresponding
objects.

The teacher reviews past lesson in giving the beginning

letter of the name of each picture.

Directions: Write the beginning letter of the name of

each picture.

I think 2 minutes is enough for you to complete this activity. Time

starts now.

B) Establishing the purpose Observable #7:

Motivation
for the lesson Established a
learner-centered
culture by using
teaching
Before we go on with our
lesson for today, we are
Have the pupils sing and do the action of the song “This is the strategies that
respond to their
going to sing first. Way”. linguistic, cultural,
socioeconomic,
(Or any available action song will do) and religious
Are you ready? backgrounds.

Let’s do this…
https://www.youtube.com/watch?v=dUXk8Nc5qQ8
In this part of the
lesson, the
teacher is using a
 motivating activity
What are the actions you did while singing the song?
- singing and
doing actions to a
Do the action as you hear the following words: song ("This is the
Way")

Did you do all action of the words you hear?

What do you call the words that show action?

C) Presenting Observable #1:
Show a picture of vegetables.
examples/instances of the Apply knowledge
new lesson of content within
and across
curriculum
teaching areas.
(ENGAGE)
In this part of the
lesson, the
teacher effectively
applies knowledge
across curriculum
areas, particularly
integrating science
into the discussion
about vegetables.
By introducing a
short story about
growing
Do you have any vegetable plant in your home? vegetables, the
teacher
What are you going to do to make your plant grow heathy? seamlessly
connects the
lesson to scientific
Who among of you here eat vegetables? concepts.

Why do we need to eat vegetables? Observable #3:

Applied a range of
teaching
strategies to
develop critical
What do you think happened to the vegetable plants in the and creative
thinking, as well
short story as other higher-
order thinking
skills.

The teacher
Post the story and read. encourages critical
thinking by asking
questions that
require students
to analyze the
VEGETABLES story, make
connections to
. other subjects
(science), and
“Look Father,” shouted Leon. reflect on their
own cultural
backgrounds. This
“Our beans have fruits. “ promotes
higherorder
“Our Patola plants have fruits, too.” thinking skills and
stimulates creative
thinking.
“Let us pick some of them,” Father said.
Observable #7:
Established a
 learnercentered
“We shall sell them in the market. Mother will cook some, too.”
culture by using
teaching
strategies that
respond to their
Developing Reading Power I by Capili Ferrer Condez Logue Bagabaldo – linguistic, cultural,
Author/Editor, Exercise 12 page 24-25 socioeconomic,
and religious
backgrounds.

The teacher
Ask: promotes a
learner-centered
culture by
1. Who saw the fruits of the beans and the patola? incorporating
diverse cultural
2. What will they do with the fruits? backgrounds into
the discussion.
Students are
3. What will Mother do with some of the fruits? encouraged to
share traditional
4. What does Father want to do? dishes, cultural
practices related
5. Where will Father take the vegetables? – to gardening, and
methods of
planting within
their indigenous
backgrounds. This
Now , let's take a moment to connect our vegetable story with approach
considers the
other subjects. Now, who can share how the growth of plants cultural diversity
relates to science? Think about what we've learned in our of the students,
making the lesson
science classes. How does the process of a seed turning into a more inclusive.
plant connect to scientific concepts? Don't be shy; your input
is valuable! Observable #8:
Adapted and used
culturally
appropriate
teaching
As we discuss the importance of vegetables, let's bring in your strategies to
diverse cultural backgrounds. Can anyone share traditional address the needs
of learners from
dishes from your culture that include vegetables? How do your indigenous
families value gardening, and are there any cultural practices groups.

related to growing plants that you'd like to talk about? Let's The teacher
specifically
make our conversation inclusive and reflective of everyone's addresses learners
from indigenous
experiences. groups by inviting
them to share
traditional
methods of
Are there traditional methods of planting and cultivating planting and
cultivating
vegetables within your indigenous backgrounds that you'd like vegetables. This
demonstrates an
to share? Let's explore how different cultures approach awareness of and
gardening and learn from one another. adaptation to the
cultural
backgrounds of
the students.

Who can give the action words in the story?

What do you call the words that show action?

 Say: -

Words that show actions are called verb.

D) Discussing new concepts Observable #7:

Action words are words that show movement. They talk about
and practicing new skills #1 Established a
what we do. learnercentered
culture by using
teaching
(EXPLAIN) ✔ When only one person does the action, add s to the strategies that
respond to their
action word. linguistic, cultural,
socioeconomic,
. Examples: and religious
backgrounds.
1. Rose walks to school everyday.

2. She brings her yellow umbrella with her. The teacher's

choice of
examples and
✔ When two or more people do the action, do not add s scenarios in the
lesson reflects an
to the action word. awareness of the
students' linguistic
and cultural
Examples: backgrounds. The
use of relatable
1. Birds sit on their eggs until they hatch. examples like
walking to school
2. Mother and father cook delicious dishes. and cooking at
home helps in
making the lesson
✔ When the pronoun I is the doer of the action, do not add more
learnercentered.
s to the action word.

Example: Observable #9:

Used strategies
1. I play under the sun. for providing
timely, accurate,
and constructive
✔ Plural pronouns like we, you, and they, do not add s to feedback to
improve learner
the action word. performance.

The teacher's
Examples: request for a
volunteer to read
1. They walk to school everyday. again with correct
intonation and
2. We clean the house every afternoon. ensuring that the
pupils who act out
do the correct
actions reflects a
focus on providing
Ask: feedback to
improve the
learners'
Who can read again the story with correct intonation? performance.

Say:

Now, which ways do you prefer to share the information of

 the story?

We have ways of sharing the information, isn’t it?

We have retelling, reporting, summarizing and show and

tell.

1.Retelling:

● Explanation: Telling a story or information in your own

words.

2. Reporting:

● Presenting facts or events in an organized and objective

way.

3. Summarizing:

● Condensing information into a shorter version while

keeping the main points.

4. Show and Tell:

● Sharing information while also showing something

tangible or visual. Ask a volunteer to share the
information of the story.

(Make sure that the pupils who will act out will do the
correct action being portrayed)

Discussing new concepts and Observable #2:

This time, we're going to engage in a group activity that will
practicing new skills #2 Use a range of
not only be fun but will also help us strengthen our skills. teaching strategies
(EXPLORE) that enhance
Remember our classroom rules: respect and cooperation. Can learner
achievement in
anyone remind us of these rules? literacy and
numeracy skills.

Let us have some Group Activity: (Collaborative Work) The teacher

engages the
(Differentiated Activity) to enhance your skills. students in a
group activity that
Group the class into three. involves different
tasks related to
the story
What should you remember in doing group activity? "Vegetables." Each
group has a
Let me remind you of our classroom rules.Respect and specific task that
 requires them to
cooperate.Whatare these again?
apply literacy skills
(retelling, show
(Group Work) and tell,
identifying action
Distribute metacards for each group containing words) and
numeracy skills
procedures to perform. Check pupils’ answers. (counting the
occurrences of
action words).

Group 1: Blue group: (with teacher’s assistance)

Observable #3:
Applied a range of
teaching strategies
to develop critical
Your task is to do the retelling of the story "Vegetables" and iden- and creative
thinking, as well
as other
tify the action words. Make sure to relate the action words to the broader
higherorder
context of the story. We're applying our knowledge of content within our
thinking skills.

curriculum.
The group activity
is designed to go
beyond basic
comprehension
Group 2-
and recall.
Students are
Green Group: (With teacher’s assistance) required to
analyze and
connect the action
Your task is to do the show and tell of the story "Vegetables."
words to the
As you share, think about the significance of each part. We broader context of
the story, think
want to use a range of teaching strategies to enhance both about the
significance of
literacy and numeracy skills. each part during
show and tell, and
apply critical
thinking in
identifying and
Group 3 Read the story carefully and identify the action counting action
words. And as a twist, while you're identifying action words in the story
"Hide and Seek."
words, let's also count how many times each action occurs in
the story. This will not only improve our literacy skills but also
Observable #7:
bring in a bit of numeracy into our activity. Established a
learnercentered
culture by using
teaching strategies
that respond to
Hide and Seek
their linguistic,
cultural,
socioeconomic,
and religious
Marla, Jen, Kevin, Richard, and KC play hide and seek in backgrounds.

the park. Jen covers her eyes and counts up to thirty. The other
children hide in different places. Marla goes behind the tree. The teacher
emphasizes the
Kevin and KC hide behind a bench. importance of
respecting diverse
Richard runs to the slide and hides behind it. Jen opens backgrounds and
encourages
her eyes and walks around. She spots Richard. “Tag, you’re it!” students to share
she tells him. their perspectives
during the group
 activity.

Observable #9:
Used strategies for
providing timely,
accurate, and
constructive
feedback to
improve learner
performance.

As you work on your tasks, remember our diverse backgrounds.

Feel free to share your perspectives. And, if any group needs At the end of the
activity, the
clarification or assistance, don't hesitate to ask. teacher provides
specific and
positive feedback
to each group,
acknowledging
(Groups start working on their tasks. The teacher circulates their efforts and
highlighting
among the groups, providing guidance and constructive
specific strengths.
feedback. After the activity...) This feedback is
constructive and
aimed at
recognizing and
encouraging
Great job, everyone! I observed fantastic teamwork and continuous
improvement.
creative thinking. Blue Group, your retelling was vivid, and I
liked how you connected the action words to the story's
context. Green Group, your show and tell added a dynamic
element, making it engaging for all of us. Red Group, your
critical thinking about the actions in "Hide and Seek" showed
depth of understanding.

Remember, learning is a continuous process, and your efforts

today are commendable. Keep up the good work!

E) Developing Mastery (Leads

JUMBLE BEE GAME
to Formative Assessment)

Directions: Identify the action word in the sentence by

arranging the scrambled letters in bold print.

Write your answers in your activity notebook.

1. Leah dolhs the bag of fish. _____________

2. Mother uysb loaves of bread. _____________

3. She kalts to no one. _____________

 4. She ytass where mother left her. _____________

5. They alkw to the market. _____________

F) Finding practical
Ask:
application of concepts and
skills in daily living
How did you share information of the story you read?

If you want to choose, which ways of giving information do you

prefer?

Is doing the action well in retelling is important? Why?

What are the action words mentioned during the retelling of

the story “Vegetables”?
G) Making generalization
and abstractions about the
lesson What are the ways of sharing information?

(ELABORATE)
What do you call the words that show action?

H) Evaluating Learning
This time let us see if you really understood our lesson by
getting your mastery level through this evaluation.

Directions: Look at the picture. Then, answer each item that

(EVALUATION) follows by choosing the correct action word in the present
time. Write your answers in your notebook.

1. The crow _____ on the branch of the tree.

a. sing b. sings c. sang d. sung

2. The fox _____ to climb the tree.

a. tries b. try c. tried d. trying

3. The fox _____ to the crow.

a. talk b. talked c. talks d. talking

4. The crow________ the meat.

a. eats b. eat c. ate d. eaten

 5. The fox _____ to get the meat.

a. want b. wants c. wanted d. wanting

1.

I) Additional activities for

Directions: Read the story carefully. Write all action words
application or remediation

(EXTEND) found in it. Do this in your activity notebook.

The Cowboy

by: Rebecca O. Boniao

Lito is a cowboy. He lives in a farm.

He has a horse named Claudio.

He feeds his horse daily.

He rides Claudio every day.

Sometimes, they walk slowly and sometimes they

run fast. They always have a good time.

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students
VI. REFLECTIONS learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.