School Grade Level TWO

Grades 1 to 12 Teacher Learning Area ENGLISH-2

DAILY LESSON Date & Time Quarter 2nd QUARTER w7
LOG

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. 2nd Floor Dorm G,
PhilSports Complex, Meralco Avenue, Pasig City Philippines: Department of Education, 247-
273
B. Other Learning Resources C. PPT, meta cards, pentel pen, manila paper, brag tags, worksheets, traffic light 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 or Preliminary: Observable #2:

presenting the new lesson Use a range of
teaching
strategies that
Checking of attendance enhance learner
ELICIT achievement in
literacy and
numeracy skills.
Good morning children.
Good morning, class!

Will you look for some papers

under your chairs and kindly keep The teacher is
them first inside your bag. Leaders, For us to be guided on the things that we are doing today let us all remember the engaging students
please report about the attendance in a review activity
of your group
following classroom guidelines.
that involves
identifying the
beginning letter of
(Teacher will present through video presentation the name of each
picture. This
 Classroom Rules New Normal Health Protocols activity is
designed to
enhance the
students' literacy
Review skills by
reinforcing their
knowledge of
letter sounds and
their ability to
recognize and
The teacher reviews past lesson in giving the beginning letter of the associate letters
with
name of each picture.
corresponding
objects.
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 for the

Motivation Observable #7:
lesson Established a
learner-centered
culture by using
Before we go on with our lesson for
Have the pupils sing and do the action of the song “This is the Way”. teaching
today, we are going to sing first. strategies that
respond to their
(Or any available action song will do)
linguistic, cultural,
Are you ready? socioeconomic,
https://www.youtube.com/watch?v=dUXk8Nc5qQ8 and religious
Let’s do this…
backgrounds.

What are the actions you did while singing the song?
In this part of the
Do the action as you hear the following words: lesson, the
teacher is using a
motivating activity
- singing and
doing actions to a
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 examples/instances
Show a picture of vegetables. Observable #1:
of the new lesson Apply knowledge
of content within
and across
(ENGAGE) curriculum
teaching areas.

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
vegetables, the
teacher
seamlessly
connects the
lesson to scientific
Do you have any vegetable plant in your home? concepts.

What are you going to do to make your plant grow heathy? Observable #3:
Applied a range of
Who among of you here eat vegetables? teaching
strategies to
Why do we need to eat vegetables? develop critical
and creative
thinking, as well
as other higher-
What do you think happened to the vegetable plants in the short story order thinking
skills.

The teacher
encourages critical
. Post the story and read. 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
“Our beans have fruits. “ backgrounds. This
promotes
“Our Patola plants have fruits, too.” higherorder
thinking skills and
“Let us pick some of them,” Father said. stimulates creative
thinking.
“We shall sell them in the market. Mother will cook some, too.” Observable #7:
Established a
learnercentered
culture by using
Developing Reading Power I by Capili Ferrer Condez Logue Bagabaldo – Author/Editor, teaching
Exercise 12 page 24-25 strategies that
respond to their
linguistic, cultural,
socioeconomic,
Ask: and religious
backgrounds.
1. Who saw the fruits of the beans and the patola?
The teacher
2. What will they do with the fruits? promotes a
learner-centered
3. What will Mother do with some of the fruits? culture by
incorporating
4. What does Father want to do? diverse cultural
backgrounds into
5. Where will Father take the vegetables? – the discussion.
Students are
encouraged to
share traditional
dishes, cultural
Now , let's take a moment to connect our vegetable story with other practices related
subjects. Now, who can share how the growth of plants relates to science? to gardening, and
 Think about what we've learned in our science classes. How does the methods of
planting within
process of a seed turning into a plant connect to scientific concepts? Don't their indigenous
be shy; your input is valuable! backgrounds. This
approach
considers the
cultural diversity
As we discuss the importance of vegetables, let's bring in your diverse of the students,
cultural backgrounds. Can anyone share traditional dishes from your making the lesson
more inclusive.
culture that include vegetables? How do your families value gardening, and
are there any cultural practices related to growing plants that you'd like to
talk about? Let's make our conversation inclusive and reflective of Observable #8:
everyone's experiences. Adapted and used
culturally
appropriate
teaching
Are there traditional methods of planting and cultivating vegetables within strategies to
address the needs
your indigenous backgrounds that you'd like to share? Let's explore how of learners from
different cultures approach gardening and learn from one another. indigenous
groups.

The teacher
Who can give the action words in the story? specifically
addresses learners
from indigenous
groups by inviting
What do you call the words that show action? them to share
traditional
methods of
planting and
cultivating
Say: - vegetables. This
demonstrates an
Words that show actions are called verb. awareness of and
adaptation to the
cultural
backgrounds of
the students.

D) Discussing new concepts and

Action words are words that show movement. They talk about what we do. Observable #7:
practicing new skills #1 Established a
learnercentered
✔ When only one person does the action, add s to the action word. culture by using
(EXPLAIN) teaching
strategies that
Examples:
respond to their
linguistic, cultural,
. 1. Rose walks to school everyday. socioeconomic,
and religious
2. She brings her yellow umbrella with her. backgrounds.

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

✔ Plural pronouns like we, you, and they, do not add s to the action
word. Observable #9:
Used strategies
Examples: for providing
timely, accurate,
1. They walk to school everyday. and constructive
feedback to
2. We clean the house every afternoon. improve learner
performance.

The teacher's
request for a
Ask: volunteer to read
again with correct
Who can read again the story with correct intonation? intonation and
ensuring that the
pupils who act out
do the correct
Say: actions reflects a
focus on providing
Now, which ways do you prefer to share the information of the story? feedback to
improve the
We have ways of sharing the information, isn’t it? learners'
performance.
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

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

Group the class into three.

The teacher
What should you remember in doing group activity? engages the
students in a
Let me remind you of our classroom rules.Respect and cooperate.Whatare group activity that
these again? involves different
tasks related to
(Group Work) the story
"Vegetables." Each
group has a
Distribute metacards for each group containing procedures to specific task that
perform. Check pupils’ answers. requires them to
apply literacy skills
(retelling, show
and tell,
Group 1: Blue group: (with teacher’s assistance) identifying action
words) and
numeracy skills
(counting the
Your task is to do the retelling of the story "Vegetables" and iden- occurrences of
action words).
tify the action words. Make sure to relate the action words to the broader context of the
story. We're applying our knowledge of content within our curriculum.
Observable #3:
Applied a range of
teaching strategies
to develop critical
Group 2- and creative
thinking, as well
Green Group: (With teacher’s assistance) as other
higherorder
Your task is to do the show and tell of the story "Vegetables." As you thinking skills.
share, think about the significance of each part. We want to use a range of
teaching strategies to enhance both literacy and numeracy skills.
The group activity
is designed to go
beyond basic
comprehension
Group 3 Read the story carefully and identify the action words.
and recall.
And as a twist, while you're identifying action words, let's also count how Students are
many times each action occurs in the story. This will not only improve our required to
literacy skills but also bring in a bit of numeracy into our activity. analyze and
connect the action
words to the
broader context of
the story, think
Hide and Seek about the
significance of
each part during
show and tell, and
Marla, Jen, Kevin, Richard, and KC play hide and seek in the park. apply critical
Jen covers her eyes and counts up to thirty. The other children hide in thinking in
different places. Marla goes behind the tree. Kevin and KC hide behind a identifying and
counting action
bench. words in the story
"Hide and Seek."
Richard runs to the slide and hides behind it. Jen opens her eyes and
walks around. She spots Richard. “Tag, you’re it!” she tells him.
Observable #7:
Established a
learnercentered
culture by using
teaching strategies
that respond to
their linguistic,
cultural,
socioeconomic,
and religious
 backgrounds.

As you work on your tasks, remember our diverse backgrounds. Feel free to
share your perspectives. And, if any group needs clarification or assistance, The teacher
emphasizes the
don't hesitate to ask.
importance of
respecting diverse
backgrounds and
encourages
(Groups start working on their tasks. The teacher circulates among the students to share
groups, providing guidance and constructive feedback. After the activity...) their perspectives
during the group
activity.

Great job, everyone! I observed fantastic teamwork and creative thinking.

Blue Group, your retelling was vivid, and I liked how you connected the Observable #9:
action words to the story's context. Green Group, your show and tell added Used strategies for
providing timely,
a dynamic element, making it engaging for all of us. Red Group, your accurate, and
critical thinking about the actions in "Hide and Seek" showed depth of constructive
understanding. feedback to
improve learner
performance.

Remember, learning is a continuous process, and your efforts today are

commendable. Keep up the good work! At the end of the
activity, the
teacher provides
specific and
positive feedback
to each group,
acknowledging
their efforts and
highlighting
specific strengths.
This feedback is
constructive and
aimed at
recognizing and
encouraging
continuous
improvement.

E) Developing Mastery (Leads to

Formative Assessment)
JUMBLE BEE GAME

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 application of
concepts and skills in daily living
Ask:
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 follows by
(EVALUATION) 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
application or remediation
(EXTEND)
Directions: Read the story carefully. Write all action words
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 learn? Identify what help your
VI. REFLECTIONS instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.