School Bilar Central Elementary School Grade Level 2

Teacher GEMMA A. BETE Learning Area ENGLISH

Teaching Dates December 2-6, 2019 Quarter Quarter 3
DAILY LESSON LOG and Time Week Week 6
Monday Tuesday Wednesday Thursday Friday
December 2, 2019 December 3, 2019 December 4, 2019 December 5, 2019 December 6, 2019
I.OBJECTIVES
A.Content Standards  demonstrates understanding and knowledge of language grammar and usage when speaking and/or writing.
B.Performance Standards  speaks and writes correctly and effectively for different purposes using the basic grammar of the language.
C.Learning Competencies Identify the problem and Give the meaning of short e /ĕ/ and Note details in sentences and Read sight words Give the meaning of short e /ĕ/
Write the LC code for each solution EN2OL-IIIa-j-1.1 other short vowel words stories that they read EN2PW-IIId-f-9 and other short vowel words
Retell a story listened to EN2V-IIId-j-20 EN2RC-IIId-f-2.10 Read a short story consisting of EN2V-IIId-j-20
EN2OL-IIIa-j-1.1 Participate /engage in read along of Give the meaning of short e /ĕ/ and short e words and sight words Read sight words
Write a list EN2WC texts other short vowel words EN2PW-IIIi-j-12 EN2PW-IIId-f-9
Read sight words EN2A-IIIa-j-1 EN2V-IIId-j-20 Spell words with short e sound
EN2PW-IIId-f-9 Write a list EN2WC Use of a/an + noun EN2G-IIIf-9.2 in CVC pattern EN2PW-IIId-f-9
II.CONTENT PROBLEM/SOLUTION SHORT VOWEL E WORDS USE OF A / AN SIGHT WORDS/SHORT E SHORT VOWEL E WORDS
THEME: PRODUCTS MY COMMUNITY IS KNOWN FOR
READ ALOUD: GO!
LEVELLED READER: MY TREES
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages 106 – 108 108 – 109 110 – 112 113 – 115 116 – 117
2.Learner’s Materials pages 257 199 – 201 242 269
B.Other Learning Resources
IV.PROCEDURES
Before the Lesson Reciting the Poem: “Let’s…” Reciting the Poem: “Let’s…” Reciting the Poem: “Let’s…” Drill: Speech sounds Drill: Read the phrases
A. Reviewing previous lesson or Let’s fly like a jet, Let’s sleep on the bed Let’s fly like a jet, Let’s sleep on the bed Reading phrases with short e,i Flash CVC words with short *six red pots
presenting the new lesson Let’s act like we just met, Let’s act like we just met, *dig a pit *rip a bib vowel sounds *a top on a hat
B. Establishing a purpose for the Let’s point to something red. Let’s point to something red.
Let’s count one to ten, Let’s count one to ten, *sick Tim *ten pins LM199-201 Reading sight words *a sad dog
lesson Let’s touch our left leg, Let’s touch our left leg, Choosing a picture from a given *this *it *a *from *an Spelling: short e CVC
Let’s walk like a hen,Let’s find a big egg Let’s walk like a hen,Let’s find a big egg phrase Sharing of homework net pet get pen ten Ben jet
Reading sight words Meaning of words with short *six bibs *a fat pig egg set bed wed leg hen
*this *it *a *from *an vowels *a big bib *wet lips *lid on a jar
*map *pet *big *box
*sad *ten *fin *sob
The Lesson Proper Retelling the Read Aloud Sharing information Pre-reading Group work: Group work: continuation of
C. Presenting examples / Story: Go! “In the community, we have ______, Review words that are unfamiliar. Level1: pupils draft responses to day 4
instances of the new lesson Read some rhyming words and we make _________________. Share experiences related to the the story Level1: pupils read different
D. Discussing new concepts and *ball – all *right – might Filling in the blanks to write a story. They talk about the cover of Level2: pupils do a picture walk, texts in pairs to increase their
practicing new skills #1 What is the problem in this list about products in the the story and set a purpose for identify high frequency words fluency
E. Discussing new concepts and
 practicing new skills #2 story? Why is Jack so tired
F. Developing Mastery and not hungry at the
(Leads to Formative Assessment 3) beginning of the story?
G. Finding practical applications Composing through writing
of concepts and skills in daily
a list
living
H. Making generalizations and
abstractions about the lesson
After the Lesson Group work:
I. Evaluating learning
J. Additional activities for What does he eat? What
application does he like to do?
PROBLEMS SOLUTIONS
Jack eats chips.
Jack watches tv
Jack listens to
music
Jack eats
sweets
Homework:
Ask your family members about
products in the community.
What products come from and
what do they do with each one?
Ex. Coconut – juice
community reading and echo read the Levelled *The levelled reader
Trees -------- wood to build During Reading Reader *The poem “Let’s…”
Sharing of one’s outputs from a Pupils read the text in pairs L1: What is the story about? *The story “Lina’s Bag” LM242
list written After Reading What fruits are in this book? Level2: pupils begin writing their
Level1: pupils do a picture walk, Do you have any trees at recipe
identify high frequency words and home? What have you noticed of
echo read the Levelled Reader L2: Are some pages almost your pairing? Why? Did you
Level2: pupils draft their responses the same? Which one? help each one during the
to the story Can you think of other trees group work? Why?
When do we use a? an? or plants that give food?
Tasking: 2 levels L2: What is the story about? Composing a recipe Level1: They read the text
Level1: fill in the blanks What fruits are in this book? Do What recipe did you get from a faster and faster: one reads
Picture Products What we you have any of these trees at family member? while the other counts the
Make home? Writing a recipe following clock
Coconut L1: decoding a word like this three parts: They read it backwards:
_____ coconut The title: __________________ *coconut a is this
Fish soup Using of a/an + noun The ingredients:_____________ They read words randomly.
_____ 1.___apple Sharing of what they have
Tree 2.___avocado The equipment needed: learned about their
_____ 3.___banana __________________________ products in their
4.___coconut Ginataan: community.
5.___orange Ingredients: Pupils choose something to
Level2: make a draft of a list of
Ask your family members what Equipment: read independently or in
items on their own
recipe is made from papaya? pairs.
Showing their works in groups
Banana? Mango? Practice the spelling: short e
of 4
/ĕ/

V. REMARKS

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?