SCHOOL GRADE LEVEL TWO

TEACHER LEARNING AREA ENGLISH

TEACHING DATES AND TIME QUARTER SECOND (WEEK 1)

I. OBJECTIVES
A. Content Standard Demonstrates understanding of Demonstrates oral understanding of Demonstrates understanding of text Demonstrates understanding of Demonstrates understanding of the
the elements of literary and grade level appropriate words used elements to see the relationship the relationship of phonetic relationship of phonetic principles of
expository texts for creative to communicate inter and intra between known and new principles of Mother Tongue Mother Tongue and English to
interpretation personal experiences, ideas information to facilitate and English to decode unknown decode unknown words in English
thoughts, actions and feelings comprehension words in English
B. Performance Standard Uses information derived from Independently takes turn in sharing Correctly presents text elements Analyzes pattern of sounds in Analyzes pattern of sounds in words
texts in presenting varied oral and inter and intrapersonal experiences, through simple organizers to make words for meaning and accuracy for meaning and accuracy
written activities. ideas, thoughts, actions and feelings inferences, predictions and
using appropriate words conclusions

C. Learning Competency/Objectives State details of text during and Share ideas on the things the family Identify and discuss the elements of Decode words with long
Write the LC code for each after reading. do together. a story /a/sound Decode words with long /i/sound
EN2 RCIVA-2.2 Make simple Wh questions. EN2LC-IIA-b-2.2
Read with automaticity high
frequency /sight words
II. CONTENT
Story: “Oops!!It’s My Turn” Story: “Oops!!It’s My Turn” Story: “Anton’s Spider Lesson” The long /a/ sound Decoding long vowel sounds.

III. LEARNING RESOURCES

A. References
1. Teacher Guide pages pp. 189 – 191 pp. 191 – 192 pp. 192 – 193 pp. 194 – 195 pp. 195 – 196

2. Learner’s Materials pages pp. 122 – 125 pp. 126 – 127 pp. 127 -129 pp. 129 – 131 pp. 131 - 133

3. Textbook pages

4. Additional Material’s from Learning

Resource (LR) portal
B. Other Learning Resource Pictures of families, pencils,
crayons, makers, cartolina or manila Chart, flashcard and pictures Vowel chart
paper.
DLL-English 2-2nd Quarter (Week 1) Page 1
 IV. PROCEDURES
A. Reviewing previous lesson or Read aloud.
presenting the new lesson Read each word. Notice the sound of What keeps family together? Reviews the story “ Oops!,It’s My Can-cane cap – cape
the underlined vowel. Cross out the Turn” Back – bake tack – take What other vowels do you
words that do not belong. Are they the same? know?
Ex.lake , bake , take, pant Can you hear the difference?
B. Establishing a purpose for the
lesson. Where have you seen people lining up? (Show pictures of different families doing Show books from the library/reading Show a family picture then ask Ask pupils to fill out the
Have you gone to a movie house? things together) corner: the children to talk about the family tree with the names
What do you do before you get in? What keeps the family together? Let the children take a look at the picture. of their family members.
Did you notice people lining up to buy What do you do to keep order in your cover and give one main character or
their ticket? family? characters of the story.

C. Presenting examples/instances Today I am going to read a story about Reading phrases with long /a/ Present the word with long
of the new lesson a family treat to the movies. But before Re-read the story “Oops! It’s My Turn” Read the story “Anton’s Spider bake the cake /i/
I read the story let us know first the Lesson” make the game kite Mike like
following words (Unlocking of shake the cake bite like write
Difficulties) take the cane fire fine wide
D. Discussing new concepts and In the story, the family went to the movie
practicing new skills #1 Reading High Frequency Words. together. Who are the characters in the story? Listen as I read the story “The Show pictures with long /i/
when with my What other things does a family do Where did the story happen? Enjoyable Party” Guide the pupils to read
were now those together? What important things/events (Read the story again and ask sentences written on paper
those right we Share to your partner what you and your happened in the story? them to follow) strips.
the that family do together.
E. Discussing new concepts and Read aloud “Oops! It’s My Turn” to the Ask: What are the words
practicing new skills #2 class. Get the learners to talk and ask simple Read the story again and look for the What are the words in the story that you have heard in the
Re-read the story and encourage the questions about what their families do. characters, events and the place with long /a/sound? sentences having long /i/
children to follow along. where it happened. sound?
F. Developing mastery Comprehension check-up through What do you do when you are with your Fill out the memory card base from Explain that long /i/ sound is
(leads to Formative Assessment 3) Directed Reading Thinking Activity family during weekends? the story. Let them answer, We Can Do It. the sound you hear if you
(TG p.190) (Refer to L.M p. 128 ) (L.M p.130) place a silent /e/ at the end
of the word.
G. Finding practical application of Why do the children deserve a movie Let the children fill in the thought bubble Identify the characters, place and Circle the word for each picture Read what the pictures say.
concepts and skills in daily treat? about their family? events. Use a graphic organizer. (Refer to T.G p. 194) Refer to L.M p.132)
Do they deserve it, too? (Refer to L.M p.127) (Refer to T.G p. 193)
living
H. Making generalizations and The story has characters, event and
abstractions about the lesson We should always wait for our turn so place where the story happened. The long /a/ sound is the sound The long/i/ is the sound you
that there will be order. Knowing these help you understand you hear if you place a silent /e/ hear if you place a silent /e/
what you read. at the end of the word. at the end of the word.
I. Evaluating learning Answer I Can Do It on L.M p.125 What can you find in the story? What are the three elements of the Read and Draw Color the words with long /i/
story? 1. cage for sale sound yellow.
Why is it important to know these 2. bake a cake (Refer to L.M p. 133)
things? 3. snake at the gate
DLL-English 2-2nd Quarter (Week 1) Page 2
 Tell who the characters are, Circle the word with the
J. Additional activities for Show other ways to place and the events. long /a/sound Read words with long /I/
keep order. (Refer to T.G p.193) tap – tape sound.
application or remediation
mate – mat
pan – pane
fate – fat
mad - made
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
Prepared by: _______________________
Inspected by: ____________________________

Noted: ______________________________

Public Schools District Supervisor

DLL-English 2-2nd Quarter (Week 1) Page 3

 SCHOOL GRADE LEVEL TWO

TEACHER LEARNING AREA ENGLISH

TEACHING DATES AND TIME QUARTER SECOND (WEEK 2)

I. OBJECTIVES

A. Content Standard Demonstrates understanding of Demonstrates understanding of text Demonstrates understanding of the Demonstrates understanding of Demonstrates understanding of the
text elements to see the elements to see the relationship relationship of phonetic principles synonyms and antonyms for concepts of nouns, verbs and
relationship between known and between known and new of Mother Tongue and English to appropriate usage adjectives for proper identification
new information to facilitate information to facilitate decode unknown words in English and description
comprehension comprehension
B. Performance Standard Correctly present text elements Correctly present text elements Analyze pattern of sounds in words Uses synonyms and antonyms in Properly identifies and describes
through simple organizers to make through simple organizers to make for meaning and accuracy diverse oral and written people, animals, places, things, and
inferences, predictions and inferences, predictions and activities uses them in a variety of oral and
conclusions conclusions written theme based activities

C. Learning Competency/Objectives Infer the character, feelings and Predict possible ending of a story Identify /produce/ read words with Recognize that some words Recognizes common action words in
Write the LC code for each traits. read EN2LC-IA-1-1 /oo/ sounds mean the same. (Synonyms). retelling, conversation etc.
EN2LC-IA-j-1.1 EN2V-IIIC-13.1 ENIG-IIA-e-3.1

II. CONTENT Infer what the story is about Predicting Duteomes Sound of /oo/ Identifying synonyms Present tense of the verb

III. LEARNING RESOURCES

A. References
1. Teacher Guide pages pp. 196-198 pp. 198- 199 pp. 199 – 200 pp. 200 – 201 pp. 202 - 204

2. Learner’s Materials pages pp. 133 – 136 pp. 137 – 139 pp. 139 – 141 Pp. 142 – 144 pp. 145 - 146

3. Textbook pages

4. Additional Material’s from Learning

Resource (LR) portal
B. Other Learning Resource Chart , pictures English For You and Me Word chart / flash cards

DLL-English 2-2nd Quarter (Week 2) Page 1

IV. PROCEDURES
A. Reviewing previous lesson Give the synonym of the ff:
or presenting the new Give the word that will best complete Re-read the first paragraph of the story. Predict what happens next. Give examples of word with the words.
each sentences. “The Happy Ant Hill” sound of /oo/ pretty _____
lesson Nida uses a _______ to clean the floor. What was the story about? neat _____
( tool , spool , broom ) happy _____
B. Establishing a purpose for Have you tried hiking in the Show your family picture.
the lesson. Show picture to the pupils. Show pictures. Show different things with vowel forests? Tell something about your
What does the picture tell you? What do you think will the girl do? /oo/ Give another word that means family. Use the ff. words for
What do you think the story is about? What do you think will happen to the the same, with the ff. forest , the introduction.
What do your parents tell you when seeds? damp is, has works, cooks, plays,
they see you quarrelling? Cleans, protects, loves
washes and gives.
C. Presenting Read the story “Weekend Camp with
examples/instances Unlocking of difficulties. Show pictures. Dad” Introduce the story to the class. Read the story “Lei’s
Read the story “The Happy Ant Hill” What do you think will happen next? (Refer to L.M p. 139 ) Parents”
of the new lesson
D. Discussing new concepts Answer the comprehension
and practicing new skills #1 Ask: In the first paragraph Connect ideas to Column A to Column B ( Comprehension check up Comprehension check-up. questions.
How would you describe Luis? LM p. 138 ) Answer the comprehension Color the things that Anna and How do the action words
Why are they quarrelling? questions using the words with /oo/ Ivy saw in the forest. end?
What do you think will the father ant sound in the story. ( LM p. 143 )
do?
E. Discussing new concepts Reading the story by the teacher? Read more words with /oo/ sound Give the synonym of the Group the pupils into 5 and
and practicing new skills #2 Comprehension check-up What do you think will happen to the room good wood underlined word in the ask them to write 5
proud little frog? book food look sentences. examples of an action
( L. M p. 143 ) words.
F. Developing mastery What symbolizes the bundle of twigs
(leads to Formative Assessment 3) that father gave to his sons? How can we predict outcomes? Read more words with /oo sound. Synonyms are words with the What is a verb?
What does unity means? same meaning.
In what way can you show unity in the
family?
G. Finding practical application How can you show unity in the family? Let the pupils draw their predictions Read and draw Encircle the words that have the Underline the verb in the
of concepts and skills in about a picture. The moon is round. same meaning. sentences.
There is a pool in the yard. Pretty happy lovely sorry Carol wakes up early.
daily living I have two books. Many plenty few new Ana sings beautifully.
Ronnie walks slowly.
H. Making generalizations and Unity is to work together with brotherly Predicting outcomes is telling or guessing The /oo/ is sounded only once.
abstractions about the love? what will happen next in the story. It may be at the middle or at the end What are synonyms? A verb is a word that tells an
Guesses can be made through looking for of the word. action. It tells what someone
lesson clues in the story and understanding or something does.
events through picture.
I. Evaluating learning Color these twigs that show unity in the Encircle the letter that tells what will Answer the activity in L.M Write a word that is a synonym of Do the activity
family ( LM p. 136 ) happen next (LM p. 139) p. 141 underlines word. L.M p. 146
The tree is huge. ______
DLL-English 2-2nd Quarter (Week 2) Page 2
J. Additional activities for Draw picture Study the picture and predict Encircle the words with Give pairs of words that Draw at least 3
application or remediation showing unity. what will happen. /oo/ sound in the following are synonyms examples of verbs /
(English For You and Me sentences. action words.
p. 113 )

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
Prepared by: _______________________
Inspected by: ____________________________

Noted: ______________________________

Public Schools District Supervisor

DLL-English 2-2nd Quarter (Week 2) Page 3

 SCHOOL GRADE LEVEL TWO

TEACHER LEARNING AREA ENGLISH

TEACHING DATES AND TIME QUARTER SECOND (WEEK 3)

I. OBJECTIVES

A. Content Standard Demonstrates understanding of Demonstrates understanding of the Demonstrates understanding of Demonstrates understanding Demonstrates understanding of
grade level appropriate words concepts of nouns, verbs and sentence construction for correct sounds and sound patterns for sounds and heir meaning for
used to communicate inter and adjectives for proper identification expression. production of words. appropriate use of words.
intrapersonal experiences ideas, and description.
thoughts, actions and feelings.
B. Performance Standard Independently takes turn in Properly identifies and describes Properly identifies and describes Manipulates skillfully the speech Manipulates skillfully the sounds in
sharing inter and intra personal people, animals, places, things and people, animals, places, things and sound through simple words to express meanings.
experiences and feelings using uses them in a variety of oral and uses them in a variety of oral and meaningful guided
appropriate words written theme-based activities written theme-based activities conversations

C. Learning Talk about one’s activities/ Identify action words. Recognize that by adding –s,-ing,-ed Recognize/produce speech Supply words that rhyme with given
Competency/Objectives responsibilities at home and in ENG2G-IIIg-3.1 to a root word will change the time sounds(letter names and words.
Write the LC code for each school and in community. Form and use past tense frequently expression of a verb sounds) ENPAIh-2.4
EN2OL-I-a-b-1.3.3 occurring regular verbs EN2PA-IIIc-e-6.2

II. CONTENT Reading with Accuracy Identifying Action Words. Recognizing Inflections The Long /Ee/ Sounds Making Rhymes.

III. LEARNING RESOURCES

A. References
1. Teacher Guide pages pp. 203 – 204 Pp. 204 – 205 pp. 206 -207 pp. 207 – 208 pp. 208 209

2. Learner’s Materials pages pp. 146 - 148 pp. 149 – 151 pp. 152 – 154 Pp. 154 – 155 pp. 156 – 159

3. Textbook pages

4. Additional Material’s from

Learning
Resource (LR) portal
B. Other Learning Resource Pre-recorded transportation sound charts Chart, pictures Chart, pictures Manila paper or cartolina, crayon and
tape/CD player, transportation pentel pen.
pictures
DLL-English 2-2nd Quarter (Week 3) Page 1
 IV. PROCEDURES
A. Reviewing previous lesson or Recalling the past lesson. Read again the story “Wake Rhyme: “See,see I see a Bee”
presenting the new lesson Choose the verb in the box to complete She wakes up late. Up!Wake Up! What is the story Read again the story “Wake Up!
the sentence. She jumps out of bed and opened her about? Wake Up!
(Refer LM pp. 146 – 147) eyes. What did you learn from the story? Ask: How do you pronounce
Ana stretched her arms. Why can’t you not sleep early? “sleep”?
B. Establishing a purpose for the Read the title of the story “Wake Up!
lesson. Wake Up!” Sing the song to the tune of “Insy Read the rhyme, emphasize the Close your eyes as I read the
How often do you hear those words? Show the pictures to the class and let the Weensy Spider” word with /ee/. rhyme “A Ball in a Mall”
Who usually says Wake Up! Wake Up! children tell what each one is doing. (Refer to TG p208)
In your house?
C. Presenting examples/instances Look at the pictures. Show the pictures of a tree with What are the words that
What do you think is the story i s about? Play Charades. Read the story many bees. rhyme?
of the new lesson What time do you wake up in the Name the action of each player in the (LM p. 152 ) Say: Class What do you see in the Teacher model the rhymes:
morning? picture. picture? Mall Rhymes with ball
Why Is it to go to bed early? Rolling rhymes with falling.
D. Discussing new concepts and Let us read the sentences.
practicing new skills #1 Listen as I read the story. What was Ana did? Comprehension check- up. Talk about the word with long Let’s make a story using the
Let us read together. Underline the action words in the /ee/ sound. rhymes with your friends.
sentences. (Refer to LM p. 157)
E. Discussing new concepts and Discuss to the pupils that underlined Let the children listen and repeat
practicing new skills #2 Comprehension check-up words are verbs. That a verb is an action What are the things that Ana did? the sound.
word, the word tells what something or See! See! What do you see?
something does. I see a tree.
F. Developing mastery Group work (Talk to your partner and Let the pupils read the words. Let the children guess the word
(leads to Formative Assessment 3) share your own experiences regarding I will say a sentence. Sleep-sleeping jump-jumped that teacher say. Teacher will say pair of
waking up late) Tell me the action word or verb. Kiss-kissed startle-startled Ex. Part of a leg words.
Why is it good to go to bed early? What are added to the rootword? (knee) Pupils will say if it rhymes or
And waking up early? Discuss. not.

G. Finding practical application of Box the action word on each sentence. Tell me the root word of the words I Let the pupil write a story by
concepts and skills in daily Draw the things that you can do in 1. The family cleans the house will say. writing all the sentences into
waking up early. together. Dancing eats shouted Let the children read the phrases a paragraph form.
living 2. Father sweeps the yard. (T.G p.208) (Refer to LM p.159 “I Can Do
It)
H. Making generalizations and How does going to bed make one The letter s,ed and ing are added to
abstractions about the lesson healthy, wealthy and wise? What is a verb? the simple verb to show a change in What is the sound of /ee/ in the What are rhyming words?
“Early to bed, early to ride makes a What does a verb tell? action according to time. words we read?
child healthy, wealthy and wise”)
Identify the root word and the suffix of the
I. Evaluating learning given words.
Complete the sentence! Underlined the verb that will make the Root word suffix
Do “Measure My Learning. Have the pupils complete
From now on I will ____________so, I sentence complete. 1. Praying ______ _____ (Refer to LM p. 155 ) the thought bubble.
can _____________. ( L.M p. 151 ) 2. Baked ______ _____ (Refer to LM p. 159 Measure
3. Lives ______ _____ My Learning)
4. Watching ______ ______
5. Worked _______ _______
DLL-English 2-2nd Quarter (Week 3) Page 2
 Have the pupils make Write the words for the List down five (5) pairs
J. Additional activities for their own sleeping and Write at least (10) Box the simple verb forms. meaning or clue. of rhyming words.
waking up schedule. examples of an action (LM p.153) I will give
application or remediation
Remind them to bring in words. (Refer to T.G p.208)
school for Show and Tell.
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
Prepared by: _______________________
Inspected by: ____________________________

Noted: ______________________________

Public Schools District Supervisor

DLL-English 2-2nd Quarter (Week 3) Page 3

 SCHOOL GRADE LEVEL TWO

TEACHER LEARNING AREA ENGLISH

TEACHING DATES AND TIME QUARTER SECOND (WEEK 4)

I. OBJECTIVES

A. Content Standard Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Demonstrates understanding Demonstrates understanding
story elements and text sentence construction for correct suitable vocabulary used in of text elements to see the of sentence construction for
structures for affective expression. different languages for effective relationship between known correct expression
expression. communication. and new information to
facilitate comprehension.
B. Performance Standard Correctly identifies elements of Properly identifies and describes Correctly presents text Properly identifies and
literary and informational texts to people, animals, places things Uses familiar vocabulary to elements through simple describes people, places,
aid meaning getting. and uses them in a variety of oral independently express ideas in organizers to make inferences, things and animals and use
and written theme- based speaking activities. predictions and conclusions. them in a variety of oral and
activities. written theme-based activities.
C. Learning Competency/Objectives Use clues to make and justify Form and use the past tense of Sort and classify familiar words Make predictions from given Demonstrate the concept of
Write the LC code for each predictions before during and frequently occurring regular into basic categories clues. words that make-up a
after reading. verbs. (Colors, shapes, foods, etc.) Arrange events from the story sentence.
ENIG-II-a-e-3 EN2V-IIa-3 heard Divide the spoken sentences in
English into individual words.
II. CONTENT Making and Justifying The –ed verbs Classifying words into concept Making predictions Naming words and action
Predictions. categories Sequencing Events words in a sentence.

III. LEARNING RESOURCES

A. References
1. Teacher Guide pages pp. 209 – 210 pp. 211- 212 pp. 212 – 213 pp. 213 – 214 pp. 214 – 216

2. Learner’s Materials pages pp. 160 - 164 pp. 164 – 166 pp. 166 – 169 pp. 170 – 172 pp. 173 – 175

3. Textbook pages Let’s Begin Reading in English

pp. 227 - 329

4. Additional Material’s from

Learning
Resource (LR) portal
B. Other Learning Resource Pictures,flashcards Pictures/charts/word cards chart Flashcards,charts,graphic
organizer
DLL-English 2-2nd Quarter (Week 4) Page 1
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the Tell the pupils that “Mother is taking
Pupils give the words that rhyme. Story: Off for a Picnic a rest and the whole house is in a Let the children draw the things What are the things you do
new lesson mess. mother uses to take care of the before going to school?
Ask them to help her tidy things up. baby.

B. Establishing a purpose Read the sentences from the story “Off Present an illustration to be classified
for the lesson. Locate and read the title of the story: for a Picnic” to: Present the comic strip ‘It’s Time Show a sematic word web.
Look at the drawings. Ask: What kind of words are the Ex. Things to eat for Bed” (Refer to LM p.173 Let’s
Name the things in the pictures. blackened words? Things to wear (Refer to LM p. 170 Let’s Aim) Aim)
(Refer to T.G p. 210) (Refer to TG p.211) (Refer to TG p. 213)
C. Presenting Display the words discuss their meaning Read these sentences with verbs in the Let the pupils group the words from
and let the children use them in a past tense. the box and place them to their Read the story “Dennis Long Day” Let the children give their
examples/instances sentence. (Refer to TG p. 212) proper headings. ideas on what a sentence is?
of the new lesson (Refer to T.G p. 210) (Refer to LM p.167)
D. Discussing new Good readers guess what might happen Have them study “We Can Do It” Let the pupils supply the missing
concepts and practicing next. (LM p. 165) word that complete the group. Guide the pupils in arranging the Let the pupils read the
Guessing what might happen next is (Refer to LM p. 168 We Can Do it) events in the story “Dennis Long sentences
new skills #1 make prediction. Day” (Refer to TG p.215)
E. Discussing new Read a loud as children follow along. Guide the pupils form the past tense of Guess the parts of a
concepts and practicing Pause to make children predict. the verb Study and answer “I Can Do It” sentence by arranging the
(LM p.166) (Refer to LM p. 172 ) letters
new skills #2 (LM p. 173)
F. Developing mastery Have you any experience going to a Read the three words inside the box. Let the pupils put a line to
(leads to Formative Assessment 3) picnic with your family? Add one more that is like the others. Do the activity (LM p. 172 divide the sentence into two
(Refer to TG pp. 210 – 211) Have them study activity (TG p. 212) (Refer to LM p.168) Measure My Learning) parts. Label S for the subject
and P for the predicate.
(Refer to LM pp.174)

G. Finding practical (Refer to L.M p. 163 I Can Do It) Read each sentence. Let the children work on the activity. Ask:
application of concepts Write the past tense of the verb in (Refer to LM pp. 168 – 169 What are the things that you do Let the children answer the
parenthesis. I Can Do It) before going to bed? Activity
and skills in daily living (Refer to TG p.212) (LM pp. 174 – 175)

H. Making generalizations What can you say about the events in There are similar things for each When you read, try to
and abstractions about the story? How do you form the past tense of regular group. understand what events Let them read
Do they happen at the same time? verbs? happened in the story? Generalization
the lesson (TG p. 215)
I. Evaluating learning Have the children write sentences Let the children draw the things
about the pictures. What are the underlined words? mother uses to take care of the baby. Do the Activity (Refer to LM p. 175 Measure
(Refer to L.M p. 164 Measure My (Refer to Let’s Begin Reading in English (Refer to LM p.169 Measure My (LM p.172) My Learning)
Learning) 2,p. 327) Learning
DLL-English 2-2nd Quarter (Week 4) Page 2
J. Additional activities for application Write the past form of the verb Draw an activity that mother Draw your daily routine Write five (5) sentences.
or remediation (Refer to Let’s Begin Reading in does every day. activities before going to Encircle the subject and
English 2,p.329) school. underline the predicate.

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
Prepared by: _______________________
Inspected by: ____________________________

Noted: ______________________________

Public Schools District Supervisor

DLL-English 2-2nd Quarter (Week 4) Page 3

 SCHOOL GRADE LEVEL TWO

TEACHER LEARNING AREA ENGLISH

TEACHING DATES AND TIME QUARTER SECOND (WEEK 5)

I. OBJECTIVES
A. Content Standard Demonstrates understanding of grade
Demonstrates understanding of text level appropriate words used to Demonstrates understanding of Demonstrates understanding of Demonstrates
elements to see the relationship between communicate inter and intra personal the letter sound relationship the letter sound relationship understanding of sounds
known and new information to facilitate experiences, ideas, thoughts actions between Mother Tongue and between Mother Tongue and and sounds patterns for
comprehension and feelings. English for effective transfer of English for effective transfer of production of words.
learning. learning.
B. Performance Standard Correctly presents text elements through Independently takes turn in sharing
simple organizers to make inferences, inter and intra personal experiences, Effectively transfers the Effectively transfers the Manipulates skillfully the
predictions and conclusions. ideas, thoughts actions and feelings knowledge of letter sound knowledge of letter sound speech sounds through
using appropriate words. relationship from Mother Tongue relationship from Mother simple meaningful guided
to English. Tongue to English. conversations.
C. Learning Ask and answer simple questions Share inter and intra personal Classify/Categorize speech sound Classify/Categorize speech sound
Competency/Objectives (who,what,where,when,why and how) experience, feelings, emotions using heard. heard in the poem. Manipulate individual
about text listened to Mother Tongue/English. (beginning and final sound of the (rhyming words) phonemes (substituting
Write the LC code for each
EN2LC-II-C-2.1 Give information shared by others. word) initial phonemes)

II. CONTENT Poem: Poem: Classify/Categorizing speech Classify/Categorizing speech

“I Am A Filipino” “I Am A Filipino” sound heard sound heard. Manipulating individual
By: Dali Soriano By: Dali Soriano (beginning and final sound of the (rhyming words) phonemes (substituting
word) initial phonemes)
III. LEARNING RESOURCES
A. References
1. Teacher Guide pages pp. 217 – 220 pp. 217 – 220 pp. 220 – 222 pp. 222 – 224 pp. 224 – 226

2. Learner’s Materials pages pp. 175 – 178 pp. 175 – 178 pp. 179 – 180 pp. 181 - 183 pp. 183 – 186

3. Textbook pages
4. Additional Material’s from Learning
Resource (LR) portal
B. Other Learning Resource Pictures,wordstrips,manila paper,pentel Pictures,wordstrips,manila Pictures,wordstrips,manila paper Pictures,wordstrips,manila paper Pictures,wordstrips,manila
pen and activity sheets paper,pentel pen and activity sheets and pentel pen and pocket chart paper, pentel pen and
pocket chart
DLL-English 2-2nd Quarter (Week 5) Page 1
 IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson Call pupils to give sentence and identify Re-read the Poem: Call pupils and tell something about Say pair of words with the same Show pair of pictures. Let
the subject and predicate. “I Am A Filipino” by Dali Soriano their assignment. beginning sound and words with the pupils say YES if they are
same ending sound. rhyme and NO if not.

B. Establishing a purpose for the

lesson. Guide the pupils to do “Let’s Try” Ask: Are you proud as a Filipino? Why? Let the pupils read the poem “I Am A Have the pupils clap their hands if Game: “Make a New Word”
Refer to LM pp. 175 – 176 Filipino” the teacher says a word that
rhyme.

C. Presenting examples/instances What can you say about the color of your Activity A (Refer to T.G p. 219) Have the pupils read the underlined
eyes? Hair? Skin? Etc. Have the pupils repeat the sentences the words in the poem. Refer to TG p. 222 for Picture Hunt”
of the new lesson
teacher says. Ask: In the ff: words, What words Presentation Refer to TG p. 225)
have the same beginning
sound/ending sound?
D. Discussing new concepts and Read aloud the poem:
practicing new skills #1 “I Am A Filipino” by Dali Soriano Study Activity A Study Activity A (TG p. 223) Guide them to do Activity A
(Refer to TG p . 218) Activity B(Refer to T.G p. 219) (TG p. 221) “Beginning Phoneme Pie”
(Refer to TG p. 225)
E. Discussing new concepts and Study and answer questions “ Guide the pupils to do Activity C Have the pupils answer Activity B (TG Answer Activity B (TG p. 223)
practicing new skills #2 “Comprehension Check-up” (Refer to TG p. 219) p.221) “Activity B
(Refer to LM p. 219) (Refer to TG p. 225)
F. Developing mastery
(leads to Formative Assessment 3) Have them do “I Can Do It” “I Can Do it” Let them do “I Can Do it” (Refer
Answer questions (LM p.178) (Refer to L.M p. 179) to LM p. 182) Continue giving word pairs.
(Refer to L.M p. 179)

G. Finding practical application of

concepts and skills in daily Have the pupils to look for a partner Read and study Call pupils to give a pair of Do Beginning Phoneme Bar
and let them talk about themselves: (Refer to TG p.221) rhyming words. Use these in (Refer to LM p. 185)
living The color of their hair,skin,their likes sentences.
(food, games)
H. Making generalizations and Ask: How did you classify or group What happen when we
abstractions about the lesson What are the characteristics of a What are the characteristics of a Filipino the words in the poem you have What are rhyming words? change the first letter of the
Filipino child? child? read? word?
I. Evaluating learning Read and classify the rhyming
Answer Activity A Let them do “We Can Do It” in LM p.178 Have the pupils do “Measure My words in the poem. Look and Say
(TG p. 219) Learning” (Refer to LM p. 182 Measure My (Refer to LM p. 186)
(Refer to LM p. 180) Learning)

DLL-English 2-2nd Quarter (Week 5) Page 2

J. Additional activities for Paste picture of your (Refer to TG p. 222) Do Assignment (Refer to TG p. 226)
application or remediation sister, brother, and (TG p. 224)
complete the web
(TG p. 220)
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
Prepared by: _______________________
Inspected by: ____________________________

Noted: ______________________________

Public Schools District Supervisor

DLL-English 2-2nd Quarter (Week 5) Page 3

 SCHOOL GRADE LEVEL TWO

TEACHER LEARNING AREA ENGLISH

TEACHING DATES AND TIME QUARTER SECOND (WEEK 6)

I. OBJECTIVES
Demonstrates understanding Demonstrates understanding of Demonstrates understanding of Demonstrates understanding Demonstrates understanding of the
A. Content Standard of sounds pattern for English word used to communicate the elements of literary and of suitable vocabulary used in letter sound relationship between
production inter and intra personal expository texts for creative different languages for Mother Tongue and English for
of words. experiences, ideas, thoughts actions interpretation. effective communications. effective transfer of learning.
and feelings.
B. Performance Standard Manipulates skillfully the Independently takes turn in sharing Uses information derived from Uses common vocabulary to Effectively transfers the knowledge
speech sounds through Inter and intra personal text in presenting varied oral and independently express ideas in of letter sound relationship from
simple meaningful guided experiences, ideas, thoughts actions written activities. speaking activities. Mother Tongue to English
conversations. and feelings using appropriate
words.
C. Learning Competency/Objectives Manipulates individual Answer Wh-questions Answer Wh-questions Sort and classify familiar words
Write the LC code for each phonemes (substituting final Share Inter and intra personal State facts and details of text into basic categories Recognize same/different sounds
phonemes) experiences ,feelings and emotions during and after reading. (Colors, shapes, foods, etc.) EN2PA-If-1.2.1
using Mother Tongue/English EN2RC-IVA-2.2 EN2V-IIf-g-3
II. CONTENT Manipulates individual Classifying common words into Recognizing and Discriminating same
phonemes (substitution final “Wonderworks” by Dali Soriano “Wonderworks” by Dali Soriano Conceptual Categories or different sound
phonemes)
III. LEARNING RESOURCES

A. References
1. Teacher Guide pages pp. 227 – 229 pp. 229 – 232 pp. 232 – 233 pp. 233 – 235 pp. 235 – 236

2. Learner’s Materials pages pp. 187 – 189 pp. 190 – 195 pp. 196 – 200 pp. 201 – 204 pp. 204 – 206

3. Textbook pages

4. Additional Material’s from

Learning Resource (LR) Portal

B. Other Learning Resource Pictures,wordstrips,manila Sentences strips, manila Sentences strips, manila wordstrips,manila paper, pentel wordstrips,manila paper, pentel pen
paper, pentel pen and pocket papers,pentel pen & activity sheets papers,pentel pen pen and pocket chart and pocket chart
chart
DLL-English 2-2nd Quarter (Week 6) Page 1
 IV. PROCEDURES
A. Reviewing previous lesson or Let’s try
presenting the new lesson (Refer to LM pp. 190 – 191 ) What are things that created by God? Let the pupils read and answer Let’s Try
Game! Guess the new word. their homework (Refer to LM p. 204)

B. Establishing a purpose for the

lesson. Show pictures. Let the pupils name the Show pictures of rivers, mountains and Show them picture puzzles. Game: Let the pupils recite the
pictures seas. Ask the pupils to arrange them, and “Simple Simon Says” poem “ Wonderworks”
(Refer to T.G p.227) then name it. (Refer to TG p. 234)

C. Presenting examples/instances In what place do you and your family go? Did you enjoy the game? What Let the pupils read some
Activity A If you go to province what are things do Ask the pupils to read the first stanza did we do a while ago? Show the words found in the poem
of the new lesson (Refer to TG p. 227) you see? of the poem “Wonderworks” following words to the class. “ Wonderworks”
D. Discussing new concepts and Let the pupils together with the Clap your hands if the words
practicing new skills #1 Guiding them to do Activity B Unlocking of Difficult Words. teacher read the poem. Let them Let the pupils group the words I’ll say have the same sound
(Refer to TG p.227) (Refer to LM p. 192) answer the questions after. presented to them. and shake your hands if the
(Refer to L.M pp. 197 – 198 ) words have different sound
measure – treasure
gift - life
E. Discussing new concepts and Remove final phoneme and say a new
practicing new skills #2 word Read aloud the poem “Wonderworks “by “Group Work”
Ex. Bug becomes bun Dali Soriano (Refer to TG p. 233)
F. Developing mastery Read the story and answer the Pupils read the words in the
(leads to Formative Assessment 3) Taking turns, pupil select picture and Comprehension check-up following questions pocket chart and tell them to Let’s read
name the picture. (Refer to LM p. 193) (Refer to LM p. 198) place and group the words in (Refer to LM p. 205)
proper column.
(Refer to TG p.234)
G. Finding practical application of Through Game:
concepts and skills in daily “Simple Simon Says” Guide the pupils to do the Activity A Read the passage and answer the “I Can Do It” I Can Do It
(Refer to TG p. 228) (Refer to TG p. 231) following questions. (Refer to LP p. 203) (Refer to LM p. 206
living (Refer to L.M p. 199)
H. Making generalizations and What is class common answer for what Get the details of the story you are Ask:
abstractions about the lesson What happen when you change the last they thankful for and what they consider reading. “How did you group the words?” What are the rhyming
sound of a word? as their greatest gift. words?

I. Evaluating learning Read the dialogue and answer the

Let them do “ I Can Do It” Answer “Measure My Learning” following questions. Group the following words. Measure My Learning
(Refer to LM p. 189) (Refer to LM p. 195) (Refer to L.M p. 200) (Refer to LM p. 204) (Refer to LM p. 206)

DLL-English 2-2nd Quarter (Week 6) Page 2

 Read the following words in
Match Column A to Column Make a Thank You Note to God the box.
J. Additional activities for
B for all the things He created and Write two words that have
application or remediation 1. Pig a. pan all the gifts and blessings you the same sound.
2. Pad b. pin received. (refer to TG p. 236
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
Prepared by: _______________________
Inspected by: ____________________________

Noted: ______________________________

Public Schools District Supervisor

DLL-English 2-2nd Quarter (Week 6) Page 3

 SCHOOL GRADE LEVEL TWO

TEACHER LEARNING AREA ENGLISH

TEACHING DATES AND TIME QUARTER SECOND (WEEK 7)

I. OBJECTIVES
Demonstrates understanding Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of
of the relationship of phonetic concepts about narrative and the elements of literary and the elements of literary and useful strategies for purposeful
principles of Mother Tongue informational texts for expository texts for creative expository texts for creative literacy learning.
A. Content Standard and English to decode appreciation. interpretation. interpretation.
unknown words in English.
B. Performance Standard Analyzes patterns of sounds in Makes personal accounts and Uses information derived from Uses information derived from Independently using strategies
words for meaning and stories/text as expression for texts in presenting varied oral and texts in presenting varied oral and in accomplishing literacy related
accuracy. familiar books. written activities. written activities. tasks.

C. Learning Competency/Objectives Manipulates individual Answer Wh-questions Use clues to justify predictions Use clues to justify predictions Answer Wh-questions
Write the LC code for each phonemes (deleting) Express feelings, opinion before, during and after reading. before during and after reading. Use clues to justify predictions
through journal, log etc. EN2RC-IVe-2.16 (themes and prior knowledge) before during and after reading.
(graphs) Interpret bar graph and
tables.
II. CONTENT Manipulating individual The Little Sampaguita Girl by: The Little Sampaguita Girl by: Using clues to justify predictions Using clues to justify predictions
phonemes (deleting) Marimel Jane H. Polita Marimel Jane H. Polita before during and after reading. before during and after reading.
(themes and prior knowledge) (graphs)
III. LEARNING RESOURCES

A. References
1. Teacher Guide pages pp. 236 – 238 pp. 238 – 241 pp. 241 - 243 pp. 243 – 244 pp. 244- 245

2. Learner’s Materials pages pp. 206 – 207 pp. 208 - 213 pp. 214 - 218 pp. 218 - 222 pp. 222 - 226

3. Textbook pages

4. Additional Material’s from Learning Resource

(LR) Portal

B. Other Learning Resource wordstrips,manila paper, pentel wordstrips,manila paper, pentel Sentences strips, manila Pictures,manila paper and pentel wordstrips,pictures,picture puzzle.
pen, pocket chart, flashcards pen, and pocket chart papers,pentel pen pen
DLL-English 2-2nd Quarter (Week 7) Page 1
 IV. PROCEDURES
A. Reviewing previous lesson or What are the things that you
presenting the new lesson Let the pupils pair the words with the Refer to LM pp. 208 – 209,Let’s Try How do you feel about the story “The can do during summer
same sound Little Sampaguita Girl” vacation?
(Refer to LM p. 206 Let’s Try”

B. Establishing a purpose for the Have you seen children selling Let the pupils read the following What are the things you can see Show a puzzle.
lesson. Listen and say the new word “Let’s sampaguita? words found in the story “The Little in the zoo? Let the pupils arrange the
Aim” How do you describe them? Sampaguita Girl” What do you do in the zoo? puzzle.
(Refer to LM p. 207) (Refer to TG p. 242)

C. Presenting examples/instances Say: Today we are going to play a take- Unlocking of difficult words Retell the story of “The Little Ask: Who went to the zoo? Refer to LM pp. 223- 224
away game. But instead of using numbers Match the meaning to its word Sampaguita Girl” What animals do they see?
of the new lesson like in Math we’re going to take away (Refer to TG p. 239) (Refer to LM p. 214 – 215) What cage did the zookeeper
sounds. clean?
D. Discussing new concepts and When I say “What’s my Word? You will Shared Reading Let’s read Ask the pupils to read the story Read and answer the
practicing new skills #1 say the new word” First Reading: Teacher reads the story (Refer to LM p. 216 and study the picture below. following questions
(Refer to LM p. 211) (Refer to LM pp. 218 – 219) (Refer to LM p. 224)

E. Discussing new concepts and

practicing new skills #2

F. Developing mastery Guide them to do Activity A Comprehension check-up Guide them to do Activity B Let the pupils read and answer Let the pupils answer the
(leads to Formative Assessment 3) (refer to TG p. 237) Refer to LM p. 211 (Refer to TG p. 242) the questions that follow. activity in groups
(Refer to LM pp. 219 – 220) (Refer to TG p. 244)

G. Finding practical application of Listen and say the new word (Refer to What do you think is in their minds? Read and draw the sentence in the Read and answer the questions Study the bar graph below
concepts and skills in daily TG pp. 237 – 238) Complete the dialogue below. box that follow. and answer the questions
(Refer to LM p. 213) (Refer to LM p. 216 – 217) Refer to LM pp. 220- 221) (Refer to LM p. 226)
living
H. Making generalizations and Ask: What did you do with the words? What will you do if you’ll a childlike Maya? Ask:
abstractions about the lesson What happen when you remove a letter How can you help them? What is a tally sheet? What
to the word? is a bar graph?
I. Evaluating learning Listen and complete the jingle the Read the following questions. Identify which drawing in the Read and answer the questions Uncle Joe has lots of pets at
teacher will say Encircle the letter of the correct answer. following sentences best describe the (Refer to LM pp. 221 – 222) home. He takes good care all
(Refer to TG p. 237) (Refer to LM p. 213) pictures. Look for clues. of them.
(Refer to LM pp. 217- 218) (Refer to LM p. 225)

DLL-English 2-2nd Quarter (Week 7) Page 2

J. Additional activities for Write a short letter to “Agreement” Make a bar graph of the
application or remediation Maya about what you feel (Refer to T.G pp. 242 – 243) favorite color of each
about her. member of your family.

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
Prepared by: _______________________
Inspected by: ____________________________

Noted: ______________________________

Public Schools District Supervisor

DLL-English 2-2nd Quarter (Week 7) Page 3

 SCHOOL GRADE LEVEL TWO

TEACHER LEARNING AREA ENGLISH

TEACHING DATES AND TIME QUARTER SECOND (WEEK 8)

I. OBJECTIVES
Demonstrates understanding Demonstrates understanding of Demonstrates understanding of text Demonstrates understanding of Demonstrates understanding
of text elements to see the text elements to see the elements to see the relationship text elements to see the of text elements to see the
relationship between known relationship between known and between known and new relationship between known relationship between known
A. Content Standard and new information to new information to facilitate information to facilitate and new information to and new information to
facilitate comprehension comprehension comprehension facilitate comprehension facilitate comprehension
B. Performance Standard Correctly presents text Correctly presents text elements Correctly presents text elements Correctly presents text elements Correctly presents text
elements through advance through advance organizers o through advance organizers o make through advance organizers o elements through advance
organizers o make inferences, make inferences, predictions and inferences, predictions and make inferences, predictions organizers o make inferences,
predictions and conclusions conclusions conclusions and conclusions predictions and conclusions

C. Learning Competency/Objectives Use an understanding of Answer Wh-questions Identify the use of elements of an Identify and use the elements of State facts and details of text
Write the LC code for each incidents, characters and Identify the use of element of an information or factual text heard an informational or factual text during and after reading
setting to make and validate information/factual text heard- Informational Reports heard-Conversation Identify and use the elements
predictions. Informational Reports (Three Step Directions) of an informational/factual
EN2LCIIIa-2.4 (school events,sports,projects) text heard-personal recounts
II. CONTENT Understanding of Incidents, Identifying Elements of an Following Three Step Direction Identifying and using the
Characters to Make Validate Information/Factual/Text Heard elements of an Personal Recounts
Prediction. informational/factual text heard
III. LEARNING RESOURCES

A. References
1. Teacher Guide pages pp. 245 – 248 pp. 248 – 249 pp. 249 – 251 pp. 251 – 252 pp. 252 – 254

2. Learner’s Materials pages pp. 227 - 228 pp. 228- 230 pp. 230 - 232 pp. 233 - 235 pp. 236 - 238

3. Textbook pages

4. Additional Material’s from Learning Resource

(LR) Portal

B. Other Learning Resource pictures pictures Paper, crayon Stringed telephone, stick puppets pictures

DLL-English 2-2nd Quarter (Week 8) Page 1

 IV. PROCEDURES
A. Reviewing previous lesson or Let the pupils read the ff.
presenting the new lesson Ask the pupils to show the graph they Ask: Who is your favorite actor? Listen and do the following statements
prepared. Athlete? What makes you like them? directions. (Refer to LM p. 236)

B. Establishing a purpose for the Show pupils a string can Do you always listen and
lesson. Ask: Have you experienced to lose a What kind of sports do you know? Game Simon Says telephone. Call the pupils in front follow orders from your
thing of your own at home or in your to use the stringed can parents?
school? telephone. Let the pupils listen to What will happen when you
What did you do? their conversation. disobey your parents?
C. Presenting examples/instances Let the pupils listen to the story the Let the pupils look at the picture and tell Provide the pupils with a small sheet Listen to the conversation of Two Ask the pupils to listen to
teacher will tell using pictures. something about it. of paper. Let them know that the girls. the story. The teacher tells a
of the new lesson (Refer to TG pp. 245 – 246) activity you are about to do will Find out what are they talking story of the moth using
prove how well they listen and follow about. pictures to guide the pupils.
directions.
D. Discussing new concepts and Let the pupils listen to the story the Ask: Did you able to get the answer Ask:
teacher reads. Let the pupils listen in the story read by correctly? Who are the characters in the The teacher read the story
practicing new skills #1 (Refer to TG p. 246) the teacher about Manny Pacquiao What did you do to get the correct conversation? to the pupils.
(Refer to TG p. 248) answer? What are they talking about?
(Refer to TG p. 250)
E. Discussing new concepts and Comprehension Question
practicing new skills #2 (Refer to TG p. 246)

F. Developing mastery Let the pupils do Activity A Let the pupils do Activity A
(leads to Formative Assessment 3) (Refer to TG p. 246) Comprehension Questions Let the pupils work in pairs. Let pupil Practice speaking Comprehension Questions
(Refer to LM p. 229) A gives a three-step directions twice (Refer to LM p. 234)
Pupil B follows then vice versa.

G. Finding practical application of Let the pupils listen to the story the Listen to the telephone
teacher will read and let them answer the Listen to the story read by the teacher. Ask the pupils to listen to the teacher conversation and answer the As the pupils to read the
concepts and skills in daily following questions. Answer the questions then give the following directions questions. story and answer the
living (Refer to TG p. 247) (Reefer to TG p.249) (Refer to TG p. 251) (Refer to LM p. 235) questions.
(Refer to LM p. 236)
H. Making generalizations and Why is it important to give clear
abstractions about the lesson instruction?
What will you do when someone is
giving an instruction?
I. Evaluating learning Pair pupils. Let them present a Listen to the story and
Refer to LM pp. 227-228 Listen to the story and answer the Ask the pupils to listen and follow the conversation in giving directions. answer the following
question. instruction given by the teacher questions.
(Refer to TG p. 249) (Refer to LM p. 232) (Refer to LM pp. 237 – 238)

DLL-English 2-2nd Quarter (Week 8) Page 2

 Practice speaking
J. Additional activities for Share one story you have Draw a picture to show. Prepare 2 examples of three- conversational
read in class. Tell how you What you want to become step directions. Present it to statements.
application or remediation
feel about the story. when you grow up. the class. Write something about
Write something about the the people whom you
picture you draw. always talk to.

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
Prepared by: _______________________
Inspected by: ____________________________

Noted: ______________________________

Public Schools District Supervisor

DLL-English 2-2nd Quarter (Week 8) Page 3

 SCHOOL GRADE LEVEL TWO

TEACHER LEARNING AREA ENGLISH

TEACHING DATES AND TIME QUARTER SECOND (WEEK 9)

I. OBJECTIVES
Demonstrates understanding of text
elements to see the relationship
between known and new information
A. Content Standard to facilitate comprehension

Correctly presents texts elements

B. Performance Standard through advance organizers to make
inferences, predictions and
conclusions.

C. Learning Competency/Objectives State facts and details of text during

Write the LC code for each and after reading
Identify and use the elements of an
informational/factual text/heard=
Explanation, life cycle, water cycle
II. CONTENT Stating facts and details of text during
and after reading
Explaining, life cycle, water cycle

III. LEARNING RESOURCES

A. References
1. Teacher Guide pages pp. 254 – 255

2. Learner’s Materials pages pp. 239 – 240

3. Textbook pages

4. Additional Material’s from Learning Resource

(LR) Portal
B. Other Learning Resource Picture of the water cycle.

DLL-English 2-2nd Quarter (Week 9) Page 1

 IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson Study the pictures.
Arrange them according to events
happened.
Number it from 1 – 4 .
B. Establishing a purpose for the
lesson. Ask the pupils to recite the poem “Rain
Rain Go Away”

C. Presenting examples/instances Do you like to play in the rain?

Where do you think the rain comes from?
of the new lesson

D. Discussing new concepts and Show picture of the water cycle

practicing new skills #1 Let the pupils listen as the teacher
explains the diagram
(Refer to TG p. 255)
E. Discussing new concepts and
practicing new skills #2

F. Developing mastery
(leads to Formative Assessment 3) Let the pupils do “ I Can Do It”
(Refer to LM p. 240)

G. Finding practical application of

concepts and skills in daily Let the pupils draw the water cycle.
living
H. Making generalizations and
abstractions about the lesson How can you explain water cycle?

I. Evaluating learning
Let the pupils answer the question
about the water cycle.
(Refer to LM p. 239)

DLL-English 2-2nd Quarter (Week 9) Page 2

K. Additional activities for
application or remediation

V. REMARKS
VI. REFLECTION
H. No. of learners who earned 80% in the
evaluation
I. No. of learners who require additional
activities for remediation who scored
below 80%
J. Did the remedial lessons work?
No. of learners who have caught up
with the lesson
K. No. of learners who continue to require
remediation
L. Which of my teaching strategies worked
well? Why did these work?
M. What difficulties did I encounter which
my principal or supervisor can help me
solve?
N. What innovation or localized materials
did I use/discover which I wish to share
with other teachers
Prepared by: _______________________
Inspected by: ____________________________

Noted: ______________________________

Public Schools District Supervisor

DLL-English 2-2nd Quarter (Week 9) Page 3

Noted by: Prepared by:

Cely M. Soriano Nelia C. Centeno

Principal 1 Gr.II-Adviser
Aliaga EIS