GRADE 1 to 12 School DAGUPAN ELEMENTARY SCHOOL Grade Level 2

DAILY LESSON LOG Teacher JOY T. ANTONIO Subject: ENGLISH

Date March 11-15, 2024 Quarter 3– WEEK 7

Monday Tuesday Wednesday Thursday Friday

A. GRADE LEVEL The learner listens critically to one-two paragraphs; use appropriate expressions in varied situations; reads texts for pleasure and information critically in meaningful
STANDARDS: thought units; responds properly to environmental prints likes signs, posters, commands and requests; and writes legibly simple sentences and messages in cursive
form.
B. Learning Talk about texts identifying major points and key themes
Competency/ Participate in choral speaking and echo reading of short poems, rhymes and stories with repeated patterns and refrains in English
Objectives EN2OL-IIIc-d-1.2
1. differentiate choral speaking from echo reading;
Write the LC code for each. 2. practice reading the repeated patterns and refrain in short poems, rhymes, and stories;
3. participate in choral speaking and echo reading of short poems, rhymes, and stories observing correct
volume of voice, reading speed, and intonation.
II. CONTENT Identifying Major Points and Key Theme/Differentiating Choral Speaking from Echo Reading

III. LEARNING RESOURCES

A. References MELCs p.131 MELCs p.131 MELCs p.131 MELCs p.131

1. Teacher’s Guide Module 7 Module 7 Module 8 Module 7

pages
2. Learner’s Materials pages pp.1-16 pp.1-29 pp.1-25 pp.1-37

3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resource Ppt. Presentation, Pictures, Ppt. Presentation, Pictures, Ppt. Presentation, Pictures, Ppt. Presentation, Pictures,
flashcards,TV,Laptop flashcards,TV,Laptop flashcards,TV,Laptop flashcards,TV,Laptop
III. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for the
lesson
What is the picture all about?
Write the letter of the correct
answer.
Study each of the pictured event.
Write the correct traits shown in
the picture.
Before starting with the activities
in this module, answer the
questions below to assess your
skills in identifying major points
and key themes in the texts.
What is your favorite story? Who
are the characters in the story?
Where did the story happen?
When did the story happen?
What is the message of the
story? Can you retell your
favorite story by answering the
following questions?
The answers to the questions
above are pieces of information
called story details. Noting the
important details of the text read
or listened to will help you get the
major point and key theme.
What can you in the picture?
Why do we need to go in school?
Why?
Directions: Match each
sentence in column A that
describes the correct picture
in column B. Write your
answers on a separate sheet
of paper.
What can you in the picture?
Have already tried to cook
with your mother?
Did you enjoy to cook with
your mom? Why?
In your previous lesson, you CATCH-UP FRIDAY
learned that you could identify
the theme by looking for clue
words. This time, you will also PART I. READING
be looking for clue words but it INTERVENTION
will be easier because the
words or phrases are
repeated, and a guide will help
you. On the first reading, your PRELIMINARY
facilitator will try this popular ACTIVITIES
nursery rhyme alone. Then, on A.Prayer
the second reading, you will B.Checking of
see A and B. The A part is for C.Attendance
your facilitator and the B part is D.Greetings
for you.
A.Pre-Reading
(30 minutes)
-Singing songs/chants
related to the story or
poem to be used in the
actual reading.
-Reciting poem learned
from the previous lesson.
What fruit can you see in the B.During Reading
picture? Have already eaten
this? Do we need to eat this (120 minutes)
kind of fruit? Why?
1.Motivation
2.Unlocking of Difficulties
#Word Meaning
3.Setting Standards in
silent reading
4.Reading the story
silently.
5.(Second Reading) Call
on a model pupil to read
aloud the story.
C. Presenting examples/
instances of the new lesson
D. Discussing new
concepts and practicing new
skills #1
Let’s read the text below. Answer
the following questions.
__________ 1. What is the text
all about?
__________ 2. What kind of an
animal is a carabao?
__________ 3. What does the
carabao plow? _
_________ 4. To whom does the
carabao do many things to?
_________ 5. What is the key
theme of the text?
Read the text below and answer
the question. Choose the letter of
the correct answer.
Bees are one of the most
important insects in the
environment. They are known for
their sweet and organic honey.
Aside from that, they are the
great pollinators of different
seeds which helps us to have
more plants and fruit-bearing
trees.
Poem.
What is the main idea of the
poem?
a. It is fun to play all day.
b. Running under the sun makes
you strong.
c. Learning in school is
enjoyable.
d. Teachers care for the pupils.
Excellent! The correct answer is
letter c.
You have correctly identified the
main idea or the major point of
the poem.
The main idea in the poem that
you have just read is that
learning in school is enjoyable.
The main idea is also called a
major point. It is usually a
statement that tells the readers
what a selection is mostly all
about. It can also be considered
as the summary of the selection.
On the other hand, a key theme
is the overall message or values
expressed in the selection. It is
usually expressed in the traits
shown by the characters.
A Day to Remember
Answer the following
questions orally.
1. Who are the characters in
the story?
2. Why was Ram Ram
irritated when he saw her
mother packing kilos of rice?
3. If you were Ram Ram,
what would you do to help
other people in times of
calamities or pandemic?
4. Fill in the missing letters to
form the key theme of the
story. (h_lpf_ln_ _s)
5. Identify the major point of
the story “A Day to
Remember” using the
following supporting details
Read:
Shiny Oranges
It is easy, right? This time,
read it with a friend or with
your brother or sister. Reading
with someone using a guide
like the lines under the words
makes it easier and funnier
Did someone read the words
first before you?
Did you find reading easier
and enjoyable when you have
a partner or with friends?
Did you follow through while
pointing your fingers at the
words?
Did you find it fun when the
lines in the poem were
distributed among you and
your friends and when you
read altogether in some parts?
The activities above used a
strategy called echo reading
and choral speaking. In echo
reading, the teacher reads a
line first and the students
repeat it (Tompkins, 2009).
The teacher models the way of
reading. While choral speaking
is reciting together of a poem
or a piece of prose by children
who impart the meaning of the
selection clearly and
spontaneously (Garrison,
2009).
Post Reading
(Activities)
(30 minutes)
1.Answering
comprehension
questions from the story
read.
2.Identifying basic
elements of the story.
3.Draw your favorite part
of the story. Show and
explain it in class.
4.Journal Writing
Let the learners express
what they learned or felt
from the story.
PART II. READING
ENHANCEMENT
A. Preparation and
Settling In
-Learners gather their
chosen reading materials
and find a comfortable
spot.
-Teachers create a quiet
and conducive reading
atmosphere.  Brief
relaxation exercises for a
reading mindset.
 E. Discussing new concepts and
practicing new skills #2
Study each pictured event. What
is the major point of each
picture? Write the letter of the
correct answer.
Directions: The underlined words
below are the words that you will
find in the story you are about to
read. Choose their correct
meaning from the given choices.
Write only the letter of the correct
answer on a separate sheet of
paper.
Directions: Follow your
facilitator as he/she sings the
song. Then, arrange the
words in the cloud to identify
the major point and key
theme of the poem. Look for
supporting details in the box
that support the major point
and key theme. Write your
answers on a separate sheet
of paper.
Retelling/reenacting is a
strategy that can be used to
determine your understanding
of a story. This is your ability to
narrate the story again based
on your understanding. Just
like what you did in the
previous story, noting the
important details in the text is
needed during
retelling/reenacting. In doing
this, you should create a
picture in your mind of the
major events and characters
presented in the story
B. Dedicated Reading
Time (30 MINS.)
-Drop Everything and
Read (DEAR). Provide
learners with an
opportunity to read a
book of their choice. This
should be done
independently and
silently for a relatively
short period, i.e., a
maximum of 30 minutes
with no interruptions or
quizzes on what has
been read.
-Encourage writing or
drawing if a learner
finishes early.
F. Developing mastery (leads to
Formative Assessment 3)
Study the text in each set. Write
the letter of the correct answer on
your paper.
Directions: Tell the major point or
key theme expressed by each
picture and sentence. Write the
letter of the correct answer on a
sheet of paper.
Directions: Identify the major
point or key theme in each
passage. Write your answers
on a separate sheet of paper.
Then, read it aloud.
Directions: Ask your parent or
guardian to read the lines for
you. Then, repeat after
him/her.
C. Progress Monitoring
through Reflection and
Sharing
-Voluntary sharing of
interesting parts, themes,
or book
recommendations.
-Teachers facilitate a
brief discussion on the
importance of reading.
-Learners relate stories
to personal experiences
during sharing.
 G. Finding practical application
of concepts and skills in daily
living
Read the paragraph and answer
the question that follow.
There are different ways in
cooking eggs. If you don't want
too much oil, you can boil it. Also,
you can bake it. If you want it
fluffy, you can scramble it. If you
want it hot, you can make a soup.
If you want it as a snack, you can
make a sandwich spread. It is
easy to serve both for the kids
and adults.
Directions: Copy the paragraph
below on a separate sheet of
paper. Then, fill in the blanks
with appropriate word/words that
support the major point and key
theme. Choose your answers in
the box provided below. Read
your answers aloud with correct
pronunciation and intonation.
D. Directions: Arrange the
words or letters in the box to
identify the major point and
the key theme of the song
below. Then, look for
supporting details that
support the major point and
key theme. Choose your
answers in the cloud. Write
your answers on a separate
sheet of paper.
Directions: Read the poem D.Wrap Up
below in front of your family or
friends. On a separate sheet of -Reinforce key points or
paper, ask them to give you
main takeaways from the
points based on the rubric
material/ s read.
below.
-Teachers ask questions
about the reading
experience.
-Encourage general
feedback.
Learners set the next
reading goal.
 H.Making generalizations Major point is the main topic of
and abstractions about the the text or the story. It helps us to
lesson understand what a text is mainly
about. Here are some tips to find
the main idea of text/story: 
Look at the picture  Identify the
topic  Look for words that are
use repeatedly  Reread the first
and last sentences Key themes is
the lesson or message of the
text. To identify the lesson or the
message of the text you should
understand the character’s
feeling or traits.
Directions: Supply the blanks
with the right word/words to
complete the sentence. Choose
your answers in the box. Write
your answers on a separate
sheet of paper.
The main idea in the poem
that you have just read is that
learning in school is
enjoyable. The main idea is
also called a major point. It is
usually a statement that tells
the readers what a selection
is mostly all about. It can also
be considered as the
summary of the selection. On
the other hand, a key theme
is the overall message or
values expressed in the
selection. It is usually
expressed in the traits shown
by the characters.
Complete the sentences. Write
only the letter of the correct
answer on a separate sheet of
paper.
B. Identify what is described in
each number. Choose your
answers from the box. Write
the letter only.
_____ 3. I can master my skill
in choral speaking and echo
reading if I follow tips like
changing the tone of my voice
to attract listeners. _____ 4. I
will always remember to make
sure that listeners from the
back part of the audience can
hear me clearly.
_____ 5. I will not speak very
fast nor very slow.
I. Evaluating learning Read the text beside each
picture. Choose the main point of
each text. Write the letter of the
correct answer.
Directions: Match each item in
Column A with the key theme or
major point it expresses in
Column B. Write your answers
on a separate sheet of paper.
Directions: Complete each Directions: Read the story
sentence with the correct below with two or three
word in the parentheses that cousins or siblings in front of
describes the picture on the your family. Follow the rubric
left. Then, give the major to get mastery of the skill.
point or key theme it
expresses. Write your
answers on a separate sheet
of paper.
 J. Additional activities for Directions: Compose a song
application or remediation about the frontliners. Choose the
lyrics in the box that support the
title provided below. Write your
answers on a separate sheet of
paper. Then, sing the song to the
tune of your most favorite song.
Copy the whole paragraph on
a separate sheet of paper. Fill
in each blank with the right
words/group of words from
the flower below. Then, read
it aloud with correct
pronunciation and intonation.
Directions: Read the poem
below with two or three friends
in front of your family. Follow
the rubric to get mastery of the
skill. Ask your family to record
your score on a separate sheet
of paper.

IV. REMARKS

V. 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 Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
 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?
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation
in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/
Poems/Stories
___ Differentiated
Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to
learn
___ Group member’s
Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical
composition

Prepared by: Noted by:

NOIMIE S. PACLEB ROSALIE D. GECOBE
Teacher III ESHT-III