SAGPAT ELEMENTARY

SCHOOL GRADE LEVEL TWO

GRADE 2 SCHOOL
DAILY LESSON LOG
TEACHER JOHN HARRIES L. RILLON LEARNING AREA ENGLISH
TEACHING DATES AND TIME September 12-16, 2016 QUARTER SECOND

GRADE 1 TO 12 DAILY LESSON LOG

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/
Objectives
Write the LC Code for each
II.CONTENT
III.LEARNING RESOURCES
A. References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources
MONDAY
*Alphabet Knowledge :
Demonstrates
understanding of the
alphabets in English in
comparison to the
alphabets of Filipino and
Mother Tongue.
Distinguish similarities and
differences of the
alphabets in English and
Mother Tongue /Filipino.
*Identify the sound of /ee/
which is not in the Mother
Tongue.
*Read words / sentences
with the /ee/ sound.
EN2AK-Iif-j-2
Lesson 14:
The long e Sound
( /ee/ Sound )
19-20
154-155
Story: I See Doubles,
Chart, picture, T.G., L.M.
TUESDAY
*Phonological Awareness:
Demonstrates understanding
of the letter-sound
relationship between Mother
Tongue and English for
effective transfer of learning.
Correctly hears and records
sounds in words.
*Supply rhyming words with
the given words.
*Follow simple directions.
*Illustrate activity in a story.
*Work with the group
cooperatively.
EN2PA-II-h-2.4
Lesson 15:
Making Rhymes
20-21
156-159
Rhyme: “See!, See! I See a
Bee!”, manila paper or
cartolina ,crayon, pentel
pens
WEDNESDAY
Reading Comprehension:
Demonstrates understanding
of the elements of literary
and expository texts for
creative interpretation.
Uses information derived
from texts in presenting
varied oral and written
activities.
*Use clues to make and
justify predictions before,
during and after reading .
*Recognize which incident
comes before and after a
given event.
EN2RC-IIIf-h-2.17
Lesson 16:
Making and Justifying
Predictions
21-23
160-164
T.G.,L.M., chart s, illustrations
of baskets of food, tent, grill,
salbabida
THURSDAY
Grammar:
Demonstrates understanding
of the concepts of nouns,
verbs and adjectives for
proper identification and
description .
Shows proficiency in
constructing grammatically
correct sentences in different
theme- based activities.
Form and use the past tense
of regular verbs by adding
–ed to the verb.
EN2G-IIIg-3.1
EN2G-IIIh-3.4
Lesson 17:
The –ed Verbs
What We Did
23-24
164-169
Picture, flashcards ,T.G., L.M.
FRIDAY
Vocabulary Development:
Demonstrates
understanding of suitable
vocabulary used in
different languages for
effective communication.
Uses familiar vocabulary to
independently express
ideas in speaking activities.
Classify Common words
into conceptual categories
.
ENIV-IIa-3
Lesson 18:
Classifying words into
concept categories
24-25
166-169
Pictures, chart, word charts
IV.PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
Let the pupils identify the
rootword and the suffix of
the given words.
sleeping :________ __________
danced :________ __________
Read again the story
“Wake Up Wake Up !.
Refer to L.M. p. 154 “Get
Set”.
As you listen to the
children reading the story,
find out if the pupils can
identify and produce the
/ee/ sound in the word
sleep.
Spring Board
Read the rhyme,
emphasize the word /ee/.
Repeat the rhyme and
encourage the children to
join.Tell the children that
/iy/ is the sound they hear
in see.
That ee make a long sound.
Let children listen and
repeat the sound.
See! See! What do you
see?
I see a tree.
See! See! What do you
see?
Let the children read the
phrases . See T.G. p .20.
Draw a line to connect the
*Drill on /ee/ sounds
*Let the pupils take turn in
giving out examples of words
with /ee/ sound and use it in
sentences .
Close your eyes as I read the
rhyme.
Think/ Imagine.
Tell me what you see as I
read the rhyme.
Title: ABall in a Mall (T.G. p.
20).
Present pictures on L.M. p.
156 , “Let’ Aim” .
Initiate making the story.
Prompt the children to make
sentences for each
picture.Refer to L.M._p. 156._
The teacher should
familiarize the children with
the words that they are
going to use.
Make the children talk about
the story and give a title for
it.
Group Work:
Let the pupils construct
sentences based on the
pictures of the rhyme pairs.
1. Gabriel drinks milk
in a (glass).
The glass in on the
(grass) etc…
Refer to T.G. p. 21.
Work on “We Can Do It “ , on
Pre- Assessment : Refer to
L.M. p. 160 “Let’s Try” .
Previewing
(See story “ Off for a Picnic
“,in L.M. p.162._).
Locate and read the title of
the story .Look at the
drawings.Name the things in
the picture
Display the words , discuss
their meaning and let the
children use them in
sentences..(T.G. p. 22, Key
Words ).
Directed Reading And
Thinking Activities (DRTA)
Read aloud as the children
following along.
Pause to make the children
predict.(T.G. p. 22).
Group Work:
Tell your group about your
own experience going to a
picnic with your family.
Big Group Sharing: Let one of
Retell the story “Off for a
Picnic “ by sequencing the
events .
Before_______________________
Now_________________________
After_________________________
Teach/Model
Read these sentences from the
story “Off for a Picnic “.
Liza jumped out of bed that
morning.
She looked for mother and
father. Etc… see T.G.p. 23.
What kind of words are the
blackened words? (action
words or verbs).
Remember: The tense of a verb
tells the time of an action.
Activity I : Read these
sentences with verbs in the
past tense .See T.G.p. 23,L.M. p.
164.
Group Work :
Guide the pupils form the past
of the verb by filling in the
chart.(Refer to L.M.p. 165_)
Work on “We Can Do It” , on
Checking of Assignments
Cue Scheme Building .
Tell the pupils that
“Mother is taking a rest
and the whole house is in
a mess “. Ask them to help
her tidy things up.
Present the illustration to
be classified to :
1. Things to eat.
2. Things to wear.
3. Things used for
school
4. Things used for
taking a bath.
Let the pupils group words
from the box and place
them to their proper
headings .(Refer to L.M. p
.167, “Let’s Aim”)
Let the pupils supply the
missing word that
complete the group. (Refer
to L.M. p. 168,“We Can Do
It”).
What are the things to
( Leads to formative assessment )
G. Finding practical/ applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V.REMARKS
VI.REFLECTION
A. No. of learners who earned 80%
of the formative assessment
B. No. of learners who require
additional activities to
remediation
C. Did the remedial lessons work?
No. of learners who have caught
word to its meaning. Refer
to “I Can Do It “ on L.M. p.
155.
Distribute the bee cut-
outs .Draw a big tree.Show
the list of words. Write the
words for the meaning or
clue.I will give in your bee
cut- outs.
Ex ; It is the number after
two.
(Copy the word three in
your bee cut- outs).Refer to
T.G.p. 20.
Ask: What is the sound of
ee in the words we read?
/e/
Refer to “Measure my
Learning” on L.M. p.155.
Cut or draw pictures with
/ee/ sounds.
L.M. p. 157.
Let the pupils write a story
by writing all the sentences
into a paragraph form. Refer
to “I Can Do It”, on L.M.p. 159.
What are some pointers in
making rhymes ?
Have the pupils complete the
thought bubble on L.M.p.159
Measure My Learning
Name a job that you would
like to have. Make different
words that rhymes with it.
the members of the group
share what they have talked
about in their small groups
talk .
Refer to L.M.p._163 ,“I Can
Do It”.
What can you say about
events in the story? Do they
happen at the same time
Read “Remember This”, on
L.M.p 162.
Have the children write
sentences about the pictures
.Let them arrange the picture
in the order as they
happened in the story.(Refer
to L.M.p. 164.“Measure My
Learning”).
Complete events as you go
about your usual morning
habits .
Before_________________________
Now___________________________
After___________________________
L.M. p.165.
Read each sentence .Write the
past tense of the verb in
parenthesis ( ).
1.Father
(plant)_____________the mango
seed in the garden .
Etc… (See T.G.p. 24 ).
How do we form the past
tense of regular verb?
What is added at the end of
the short word?
Refer to L.M. p. 166.
Write at least 3 sentences
with verbs on the past form.
consider in grouping words
to their proper headings?
Let the children work on
the activity (Refer to L.M.
pp. 168-169, “I Can Do It” ).
There are similar things for
each group .
Let the children draw the
things mother uses to take
care of the baby .(Refer to
L.M. p. 169, ”Measure My
Learning” ).
Draw or cut pictures on
things you use for bathing
.Paste it in your English
notebook and label.
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
material did I use/discover which I
wish to share with other teachers?