School San Pablo Central Grade Level Two

DAILY
LESSON Teacher ANN JANETH A. VILLENA Learning Area English
LOG
Teaching Dates
June 3, 2019 Monday Quarter First
and Time

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of grave level appropriate
words used to communicate inter – and intrapersonal experiences,
ideas, thoughts, actions and feeling.
Demonstrates understanding of suitable vocabulary used in different
languages for effective communication.
B. Performance Standards The learner independently takes turn in sharing inter and intra personal
experiences, ideas, thoughts, actions and feelings using appropriate
words.
Use familiar vocabulary to independently express in speaking activities.
C. Learning
Competencies/Objectives Talk about one self. EN2OL – If – j – 1.3 p. 28
Write for the LC code for Use words that are related to self EN2V –Ia-5
each
Talking about one self.
II. CONTENT
Using words that are related to self.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guides
2. Learner’s Materials
pages
3. Textbook pages Gear up English 2
Primary Level Complete Vocabulary p. 1 – 2
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Chart, flashcards, pictures, puppet ( boy )
Resources
IV. PROCEDURES
A. Review previous lesson Sounds of vowel letters ( Short vowel sounds a, e, i, o, u )
or presenting the new
lesson
B. Establishing a purpose Let the teacher introduce herself to the class.
for the lesson Can you say something about yourself, too?
C. Presenting Using a boy puppet. Let the teacher talk about oneself.
examples/instances of the
new lesson Hello! My name is Johnny dela Cruz. I am seven years old. I am in
Grade two. I live in 121 Brgy. San Rafael, San Pablo City. Every
morning, I wake up at seven o’clock. I ride in a tricycle to school every
morning.

D. Discussing new
concepts and practicing
new skills #1
E. Discussing new
concepts and practicing
new skills #2
Who is this boy? How old is he? Where does he live? In what grade is
he? What did he say about himself?
Group Activity:
Let them form 5 groups.
Have them talk about him/herself in the group one at a time.
Have them use words which are related to oneself.
F. Developing mastery Use the words related to oneself to complete one’s self introduction.
Write your answer in the word box.
My name is ______________________
I am ______________________________. I live in __________________, San
Pablo City

G. Finding practical
applications of concepts What do you feel when you introduce yourself to the class?
and skills in daily living
H. Making generalizations
What are the words you use related to oneself?
and abstractions about the
How did you talk about oneself?
lesson
I. Evaluating learning Call the pupils one at a time; let them talk about oneself using words
related to self.
J. Additional activities for
Write the name of your family member.
application or remediation
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?
 School San Pablo Central Grade Level Two
DAILY
LESSON Teacher ANN JANETH A. VILLENA Learning Area English
LOG Teaching Dates
June 4, 2019 Tuesday Quarter First
and Time

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write for the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guides
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
1.Demonstrates understanding of text elements to see the
relationship between known and new information to facilitate
comprehension
2.Demonstrates understanding of information heard to make
meaningful decisions
1. Correctly presents text elements through simple organizers to
make inferences, predictions and conclusions.
2. Uses information from themed-based activities as guide for
decision making and following instructions.
Relate story to events to one’s experience
EN2LC – Iag1.1
Answers Wh – Questions
Curriculum Guide pp.27 – 30
Pages 1 – 3
Pages 2 – 5
Pre – recorded of transportation sounds, tapes/CD player,
transportation pictures/models, word cards, charts
Story: Off to School
By Myrna J. Hipolito
Listen to the sound made by what you see in the picture.

B. Establishing a purpose for How do you go to school?

the lesson Do you walk to school?
What kind of transportation do you use? bus jeep
Write the pupil’s responses in a circle
map or bubble map. Model reading the Transportations
pupils’ responses and let them repeat
car tricycle
after you.

C. Presenting Present pictures of vehicles/models and word cards. Say the words
examples/instances of the and let the pupils repeat after you.
new lesson

bus
car

jeep
tricycle
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
Ask the pupils to locate and encircle the word in the circle map.
Let them post the pictures and the words on the chart.
Give the pupils the standards to observe during listening. Read the
whole story aloud. Ask questions as the story is being read/listened.
Off to School
by Myrna J. Hipolito
It was seven o’clock in the morning. Lito’s service vehicle arrived.
“Brrroom, brrroom, brrroom,” sounded the tricycle. Lito happily
boarded the tricycle to school.
Where was Lito going?
When they reached the junction, the tricycle could not go fast like
before. “I am sorry Lito, there’s a traf c jam again! We can’t get
ahead of the cars and jeeps,”
Kuya Ben said. “Yes, there are trucks, vans, and taxis, too,” Lito
added.
Why can’t Lito’s tricycle get ahead of the cars and jeeps?
What other transportations were there? “There, the signal light
just turned green.” “Now, we can go,” Kuya Ben happily drove to
school. Brrroom, Brrroom, brrroom, tooot, tooot, tooot. eeeeeeeeng,
beeep, beeep, beeep! prrrriiiiit! These sounds can be heard
everywhere. Everybody was in a hurry to go. Screeeeech! “Here we
are, Lito,” Kuya Ben said. Lito got off the tricycle. “Thank you, Kuya
Ben see you this noon.” And Lito happily walked to his classroom.
What sounds were heard?
Encircle the correct answer.
1. Who went to school?
(Lito, Kuya Ben, Mario)
2. What sounds did Lito hear?
(brrroom – brrroom, meow-meow, krrring – krrring)
3. What time did Lito go to school?
(8:00 a.m., 7:00 p.m., 7:00 a.m.)
4. Who is Kuya Ben?
(tricycle driver, truck driver, Lito.’s father)
5. What time would Kuya Ben see Lito again?
(evening, noon, tomorrow)
Who said the following lines? Label the speech bubbles.
I am sorry Lito,
______
Yes, and
there’s a traffic
there are
jam again!
trucks,
vans, and
taxis, too.
Oh, there the
signal light
turned green.
What should you do in order to understand the story you listened to?
lesson
I. Evaluating learning Listen as I read the sentences in the dialogue. Answer the questions
that follow.

1. Who is speaking in picture A?

J. Additional activities for
application or remediation
2. Who is 8 years old?
3. Who is speaking in the picture B?
4. Who is 13 years old?
5. Who is speaking in picture C?
Listen as the teacher reads the dialogue bubble. Answer the
questions below.

Tam: I am Tam. You are Ted. You are my twin brother.

Ted: I am Ted. You like fruits. I like candies.

Answer the following:

1. Who is Ted?
2. Who is he speaking to?
3. What does Ted like?
4. What does Tam like?
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?
 School
DAILY
LESSON Teacher
LOG Teaching Dates
and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write for the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guides
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review 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
San Pablo Central Grade Level Two
ANN JANETH A. VILLENA Learning Area English
June 6, 2019 Thursday Quarter First
1.Demonstrates understanding of grade level appropriate words
used to communicate
Inter – and intrapersonal experiences, ideas, thoughts, actions
and feelings.
2. Demonstrates understanding of familiar literary texts and
common expressions for effective oral interpretation and
communication.
1. Independently takes turn in sharing inter and intra personal
experiences, ideas, thoughts, actions and feelings using
appropriate words.
2. Uses appropriate expressions in oral interpretation and
familiar situations.
Talk about oneself and one’s family EN2OL – If – j – 1.3
Talk about one’s name and other personal information
EN2OL – Ig – 1.3.1
Talk about one’s environment (e.g. persons, animals, places,
things, events, etc.) EN2OL – Ih – j – 1.3.2
Recognize/Identify /Classify Transportation Sounds as Loud/Soft
Curriculum Guide pp.27 – 30
Page 4
Pages 5 – 6
Pictures/models, charts
Pre – recorded of transportation sounds
Present the circle map accomplished the day before. Ask pupils
to form dyads. Pupil A shall secretly choose a transportation in
their circle map, produce its sound and ask pupil B to identify the
sound produced. If the answer is correct, pupil B gets the point
and the chance to ask pupil A.
Group Work: Divide the class into four groups. Distribute
pictures/models of different kinds of transportation. Provide each
group with a thinking matrix to work on. Let the pupils produce
the transportation sounds and classify them as loud or soft.
Specify the number of minutes the pupils shall work as a group.
The pupils will present by groups. Tell them to imitate the
transportation sound as they present.
Thinking Matrix
Transportati Sound Loud Soft
on Produced
tricycle Broom - broom ∕
Mimic the sounds of the transportations below. Classify the
sound they make as loud or soft.
Look at the pictures. Put a check ( ∕ ) if the sound is loud or soft.
practicing new skills #1 Pictures Loud Soft
1.

2.

3.

4.

5.

E. Discussing new concepts and Guessing Game

practicing new skills #2
Form three groups. Imitate the sound of different kinds of
transportation. Let the groups identify the transportation. The
group that gets the most number of correct answers wins.

F. Developing mastery Show how to complete the following story. Then ask the pupils
to do it by themselves.
Hello, I’m ______________.I ride in a _________in going to
school. The __________ makes a loud/soft sound and off we go
to school.
G. Finding practical applications of Listen to the pre – recorded transportation sounds. Tell what
concepts and skills in daily living transportation is it and classify if it is loud or soft sound.
H. Making generalizations and What do transportation sounds tell us?
abstractions about the lesson
I. Evaluating learning Play the tape/CD (pre – recorded transportation sounds)
Let the pupils identify the sounds and classify them loud or soft.
J. Additional activities for Cut and paste pictures of other vehicles. Write the sound it
application or remediation produces and identify if the sound is loud/soft.
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?
 School San Pablo Central Grade Level Two
DAILY
LESSON Teacher ANN JANETH A. VILLENA Learning Area English
LOG Teaching Dates
June 7, 2019 Friday Quarter First
and Time

I. OBJECTIVES
A. Content Standards 1. Demonstrates understanding of the letter – sound relationship
between Mother Tongue for effective transfer of learning
2.Demonstrates understanding of text elements to see the relationship
between known and new information to facilitate comprehension
3. Demonstrates understanding of information heard to make meaningful
decisions.
B. Performance 1.Effectively transfers the knowledge of letter-sound relationship from
Standards Mother Tongue to English
Correctly hears and records sounds in words
2. Correctly presents text elements through simple organizers to make
inferences, predictions and conclusions
3.Uses information from theme-based activities as guide for decision
making and following instructions
C. Learning Classify/Categorize sounds heard (Animal Sounds)
Competencies/Objectives EN2PA – Ia – c – 1.1
Write for the LC code for EN2LC – Ia – g – 1.1
each
Recognize/Identify and Classify Sounds produced by Animals as
II. CONTENT Loud/Soft
Answer Wh – Questions
III. LEARNING
RESOURCES
A. References Curriculum Guide pp.27 – 30
1. Teacher’s Guides
2. Learner’s Materials Pages 5 – 7
pages
3. Textbook pages Pages 8 – 9
4. Additional Materials Pre – recorded animal sounds, pictures/models of animals, word cards,
from Learning Resource charts
(LR) portal
B. Other Learning Story: Five Little Goats
Resources By Myrna J. Hipolito
IV. PROCEDURES
A. Review previous Divide the class into two. Each group shall take turns mimicking
lesson or presenting the transportation sounds and identifying them as loud or soft. The group that
new lesson gets the most number of correct answer wins.
B. Establishing a purpose Ask: What kind
for the lesson of pets do you
have? What
sounds do they
make?
Plot the animals Animals

mentioned by
the pupils in the
bubble map.

Model reading the animals the pupils mentioned and let pupils read after
you.
C. Presenting Draw a line to connect the animals with the sounds they make.
examples/instances of the Animals Sounds
new lesson
 a. meeeow –

meeow

b. meee – meee

c. neigh – neigh

d. tweet – tweet

e. moo – moo

D. Discussing new Remind the pupils of the standards to observe during listening.
concepts and practicing Five Little Goats
new skills #1
The first little goat went to the market. The second little goat stayed
home. The third little goat ate a lot of grass.

Where did the first goat go?

The fourth little goat had none. “I have nothing” he cried, “Meee-
meee-meee!”
Which goat had nothing?

How did the goat cry?

The fifth little goat cried. “I can’t find my way home.” “Meee-meee-
meee meee-meeemeee!”

Why did the fifth little goat cry?

What sound did it make?

E. Discussing new Questions:

concepts and practicing 1. What animal was mentioned in the story?
new skills #2 2. What sound did it make?
3. Guess what sound the first three goats made.
F. Developing mastery Present the pictures of animals. Ask the pupils to mimic their sound. The
other pupils will classify them as loud or soft.

1. 2. 3.

G. Finding practical In the map, list down names of animals in the circle. Write the sound they
applications of concepts make in the rectangle. Write in the triangle if the sound they make is loud
and skills in daily living or soft. Follow the pattern below.

loud

aw - aw

dog
 Animals

H. Making generalizations Do animals produce different sounds?

and abstractions about What sounds do they make?
the lesson
I. Evaluating learning Play the tape/CD (pre – recorded animal sounds)
Let the pupils identify the sounds and classify them loud or soft.
J. Additional activities for Think of another animal to take the place of the animal in the story,”Five
application or remediation Little Goats.” Be able to produce the sound it makes. Be ready to tell your
new story
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?