DAILY LESSON LOG L_ENGLISH 2_QUARTER 4 WEEEK 44_WEEK 3

REFERENCES

1. GRADES 1 to 12
DAILY LESSON LOG
School:DepEdClub.com Grade Level:II
Teacher:File created by Ma’am MARIANNE MANALO PUHI Learning Area:ENGLISH
Teaching Dates and
Time:FEBRUARY 24-28, 2025 (WEEK 3) Quarter:4
TH
Quarter
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content StandardOral Languages in English
Objectives:
Speak clearly and audibly in full
sentence
Listen and follow a set of written or
verbal three-step directions
Recognize sentences and non-
sentences
Read grade 2 level text in 3-4 word
phrases
Interpret signs and symbols
Express ideas and opinion through
creative and fun activities
Reading Comprehension and Study
Strategies
Objectives:
Participate in group and individual
oral interpretation of short poems
and
stories in English
Identify the basic sequence of
events and make relevant
predictions about the story
Sequence information from a
procedural text read
Infer and make relevant predictions
about the story
Make connections of text to self
Fluency
Objectives:
Read with automaticity forty (40)
2nd grade high frequency/sight
words
Retell familiar stories to other
children
Listen and respond to texts to
clarify meaning heard while
drawing on personal experiences
Reading Comprehension and
Study Strategies/Listening
Comprehension
Objectives:
Participate in the retelling of the
story
Recall the important details of the
story
Listen and respond to texts to
clarify meaning heard while
drawing on personal
experiences
Express feelings and opinions
through different writing activities
Weekly Test
B. Performance
Standard
Have sufficient facility in English to
understand spoken discourse and to
talk and interact with others about
personal
experiences and text listened to or
read
Activate prior knowledge
conceptually related to text and
establish a purpose for reading
Be self-aware as they discuss and
analyze text to create new
meanings and modify old
knowledge
Locate information from expository
texts and use this information for
discussion or written production
Read aloud grade level texts
effortlessly and accurately, without
hesitation and with proper
expression
Activate prior knowledge
conceptually related to text and
establish a purpose for reading
Be self-aware as they discuss and
analyze text to create new
meanings and modify old
knowledge
Locate information from
expository texts and use this
information for discussion or
written production
C. Learning
Competencies/
Objectives
Participate in choral
speaking and echo
reading of short
poems,rhymesand stories with
repeated
patterns and refrains in
English
Give the sequence
of three events in
stories read
Read phrases, sentences and
stories
consisting of short a words and
some sight words with appropriate
speed,
accuracy and proper expression
Use an understanding of incidents,
characters and settings to validate
predictions
Measure one’s ability to
retain and apply
knowledge and
concepts .Learn to answer
a weekly test.
Write the LC Code for EN2OLIVc-d-1.2 EN2RCIVc-3.1.3 EN2FIVa-d-4 EN2LCIVc-d-2.5

2. each
II.CONTENT Lesson 9
Beautiful Sights in Our Environment
Following Three-step Written and
Verbal Directions and
Writing Sentences from Meaningful
Experiences
Lesson 10
Our Plants: Our Life
The Greening of Malaya
Park/Sequencing of Events
Lesson 11
Find the Inner Beauty of Others
Mark Has Horse’s Ears
Infer and Predict Outcomes
Make Connections between Text
and Self
Lesson 12
Reading Shapes Our Community
Mark Horse’s Ears and Retelling
of Stories
III.LEARNING
RESOURCES
A. References CG pages 15,31 CG pages 15,31 CG pages 15,31 CG pages 15,31
1.Teacher’s
Guides/Pages
Unit 4 pp.18-20 Unit 4 pp.20-21 Unit 4 pp.23-24 Unit 4 pp.25-26 Unit 4 pp.18-26
2.Learner’s Materials
Pages
LM pages386-388 LM pages389-391 LM pages 392-394 LM pages394-396 LM pages 386-396
3.Textbook Pages
4.Additional Materials
from Learning Resources
(LR) portal
Manila paper, markers,
pictures of different land
vehicles with
wheels
Picture of plants, different
kinds of seeds and Teacher
Chart
Fake ears, bond paper, art materials,
Manila paper and flash cards, used
paper bags or clean sock
Costume, straw, Manila paper,
paperclips, masking tape, old
newspaper.
Test Notebook, pencil
B. Other Learning
Resources
IV.PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Review
Daily Language Activity
Words for the Day (Drill)
Review
Daily Language Activity
Words for the Day (Drill)
Drill/Review
I.Rhyming Words:
Tell whether the pair of words
rhymes or not. Put a check mark (/)if
the words rhyme and cross (x) if they
do not rhyme.
________ 1. sun – bun
________ 2. set – sit
________ 3. cat – mat
________ 4. big – wig
________ 5. sell – wall
________ 6.tan – pan
________ 7. pen – ten
________ 8. pot – hot
________ 9. bag – tag
________ 10. pill – Jell
II.Prepositions:
Complete the sentence by
choosing the correct
preposition. Encircle the correct
Drill/Review
What should you remember in retelling
familiar story ?

3. answer.
1.The pearl is (in, behind, beside)
the shell.
2.The crab is (in, behind, on)
the water.
3.The book is (on, under, in front of)
the head of the cat.
4.The book is (on, under, in front of)
the girl.
5. The mouse is (on, in, beside) the
lion.
III.Express your feelings and opinion by
completing

4. the sentence stem. (5 points)
Today, I feel
________________________________
____
because_________________________
______________.
Daily Language Activity
Words for the Day (Drill)
B. Establishing a purpose
for the lesson
Motivation:
Sing the song, “The Wheels on
the Bus” Show the Teacher
Chart using Manila paper.
Replace the means of
transportation by using word
flashcards.
Example: The wheels on the
truck go round and round.
Round and round (2x)
Other possible answers: jeep,
truck, taxi...
Activating Prior Knowledge
Show the question chart made
by the teacher on a Manila
paper.
Motivation:
Riddle:
I am small.
But I can grow as tall as a
building.
I am a living thing.
Birds, bees and the wind help
me
spread and grow.
What am I?
Answer: A seed
Activating Prior Knowledge
Get Set
Fill in the blanks and write
what you already know
about trees and what you
would like to know
about them.
Make a Bulletin Board
Motivation:
Show pictures of people with different
kinds of ears, lips, eyes, nose and
faces.
Activating Prior Knowledge:
What can you say about these people?
What makes these people special? In
our story today, what do you think will
be the problem of our main character?
Motivation:
Bring the Character to life - Ask the
pupils to draw their favorite storybook
character and let them imagine what
would happen if a storybook character
were to come to life and walk in the
classroom or into the student’s home.
See LM – Get Set.
Get Set
Draw your favorite storybook
character and tell why he or she is
special.
Listen to your teacher as she reads the
Orient pupils on the
directions.

5. Answers will vary.
Look at the question chart,
what punctuation mark did I
use?
What do you call the mark that
we use when we want to ask
questions?
Answer: question mark
How about the next sentence?
Look at the punctuation mark.
Answer: My favorite is the
airplane because it is the
fastest way
to reach a far place.
What kind of punctuation mark
do you see at the end of the
sentence? Why did we use a
period?
Answer: A period was used
because we needed to stop or
end the sentence. We also
use a period to give an
information or just tell
something.
Use the Question Chart and let
the pupils answer the next
questions:
Let the children answer their
LM , Get Set Activity
Answer the questions below.
instruction for the activity, Bring the
Character Back to Life.
C. Presenting examples/
instances of the new
lesson
Presentation –
Tell something about the
picture
Let’s Aim
Read the poem below with
correct expression
Do a puppet show using stick or sock
puppets. Present the story “Mark Has
Horse’s”Ears, UBLS, p.144. Refer to LM.
Activating Prior Knowledge:
Act out what the main character saw,
felt, and heard in the story.
Preparation of test

6. I spy with my beautiful eyes
the table in this classroom.
Dialogue- I spy with my
beautiful eyes...I see
a/an_____________.
(Use real objects inside the
classroom)
Look at the picture. What do
you see? Use the sentence
pattern below: Refer to LM –
based on the punctuation mark
used.
I Planted a Seed
by Amcy M. Esteban
I planted a seed:
First a seed,
Then, a sprout,
and the leaves,
Slowly, the buds
come out.
They grow bigger
And bloom with fragrance.
Butterfles and bees come
to enjoy the sweet smell.
Animals, insects, and the wind
help spread their new seeds
to the new garden where…
the other seeds are planted
again.
Mark Has Horse’s Ears
He has big ears. People might laugh at
his ears. He hid his ears. The barber
told his secret. The guests giggled.
Reread the story and use the ‘Read
Along’ technique. The children will
listen to the teacher while she reads
and they will try to use their fingers
until the story is done.
Dress the Character
1. Divide the children in small groups.
2. Give them materials to dress up one
member of their group as a character
from one of
the animals read earlier. To ensure a
variety of characters and to avoid
replication,
once a group decides on a character,
no one can choose that anymore.
3. Children can use only the materials
given to them, otherwise they’ll be
disqualified.
Choose a reporter who will talk about
the character.
Give them 15 minutes to do this
activity
D. Discussing new
concepts and practicing
new skills #1
Comprehension Questions:
Let’s Aim, I Spy activity.
Give a copy of the picture to
each group and let them do
their group work.
1. Divide the class into teams
with 5 members each.
2. Put a scoreboard on the
chalkboard.
3. The teams look for animals,
people, and objects hiding in
the bushes or
anywhere in the picture.
4. When a team finds one, the
leader shouts,“ I spy...”
What punctuation mark did we
Comprehension Questions:
Look for the punctuation marks
used in the poem.
Draw the punctuation mark in
the box.
Comprehension Questions:
1. How did Mark solve his problem?
2. Did the mother do the right thing?
Why?
3. If you were the mother, how would
you solve the problem?
Independent Practice:
Time Capsule – Explain to your class
that a time capsule is a sealed
container preserving artifacts and
records of the current time for people
to uncover in the far future. Discuss
with your class if this book were in a
time capsule, what would people in
the future learn from it?

7. use in the game ? “I Spy…”
E. Discussing new
concepts and practicing
new skills #2
Group Activity
1. Recognize the team and
allows the leader to finish the
sentence. I spy a
_____________(a fox)
2. Write the name of the
animal/person/object under
the column of the team.
3. The team that finds the most
character wins.
4. The game is over when all
the 10 or more characters are
found.
Allow the pupils to go outside
to spy for things they see in
school and use the sentence
stem while walking with a
partner. Reporting – Panel
discussion
I spy a _____________(a fox)
Group Work:
Arrange the pictures to show
the life of a plant
Prepare 2 sets of pictures. The
team who will be able to
arrange the correct order of
events first will be the winner.
Locate information from the
poem.
Team A versus Team B
( Sequencing of Events) -What
happens to a seed?
Group Work:
Allow the children to choose one
learning center where they would like
to work. They
can use the Mother Tongue in
completing their task. However,
encourage them to speak
in English while working. Then, try to
translate after their presentation.
Learning Center 1 – Make paper bag
hand puppets and talk about the
characteristics of
the character/(s) in the story.
Learning Center 2 – Clay Artist at Work
- The group members will use the clay
to make
a diorama of the setting of the story.
Group Work:
Interview the Character. Work by pairs.
One will become an interviewer and
the other
member will be the interviewee.
The interviewer will prepare his/her
questions and take down notes.
The interviewee will answer the
questions and will pretend that he /
she is the character
of the story. He/she will answer based
on his knowledge of the character
from reading the story. When the
interview is over, each pair should
report the highlights of the interview
to the class.
F. Developing mastery
( Leads to formative
assessment )
We Can Do It
I Spy with My Beautiful Eyes...
Study the picture below. Make
a sentence by
following the pattern below.
Independent Practice:
Tell the pupils to answer the
Cloze Activity entitled “Seeds”.
Seeds are like...
We Can Do It
Make a pyramid by filing in the boxes
with important information from the
story.
1. Write the title of the story.
2. - 3.Write down 2 words or phrases
about the problem of the character.
4. - 6.Write 3 words to solve the
problem of the character
We Can Do It
Answer the questions and write your
answers on the blank. If the story Mark
Has Horse’s Ears were in a time
capsule, what would people in the
future
learn from it? Why should they read it?
Testing

8. G. Finding practical/
applications of concepts
and skills in daily living
I Can Do It
Be ready for a walk inside your
school. Your
teacher will accompany you
around the campus
and you will list down all the
things that you see.
Bring your notebook and pencil
and use the
sentence pattern below.
Have pupils do I Can Do It on
page391of the LM.
ICan Do It
Name these characters. Put a check (/)
in the box if they are good and cross (x)
if they are not good.
I Can Do It
Write a letter for the people in the
future describing the value of a book.
H. Making
generalizations and
abstractions about the
lesson
Remember This:
What should you remember in
listening and following a set of
written or verbal three-step
directions?
How do you express your ideas
and opinion?
Remember This:
What should you remember in
sequencing events that happen
in the story listened to?
Remember This:
What should you remember in
retelling familiar story ?
Remember This:
The characters of the story are the
people, animals and things in the story.
What did you learn?
I. Evaluating LearningMeasure My Learning
Creative writing – Write 1 to 2
sentences to express your
ideas and opinions about the
activity that we did today.
Measure My Learning
Write what you’ve learned
about the life of a plant.
Measure My Learning
What could be the reason why the boy
has the horse’s ears? Reason Out and
Be Heard!
What is more important the physical
appearance of a person or the beauty
of one’s heart?
Measure My Learning
Why is it important to read and to
know the characters of the story?
Knowing the characters and
understanding the how the characters
behave is exciting and
meaningful.
Checking the test
paper.Noting item missed.

9. The inner beauty of a person is more
important than his/her physical
appearance.
J. Additional activities
for application or
remediation
Retell the story to your family
members.
Make a cartoon.
Copy these pictures on a larger paper
and try making many animations.
Did you know that being active makes
you healthy?Healthy kids play, run, and
jump. Make this picture of a running
boy move like a cartoon show by
following these steps.
Step 1: Color pictures 1 and 2. Make
sure you use the same colors for the
same parts. For example, if you choose
red for the shirt in picture 1, it should
be red also for the shirt in picture 2.
Step 2: Cut out pictures 1 and 2.
Follow the thick black lines.
Step 3: Glue picture 1 to picture 2 on
the top gray rectangle labeled GLUE.
Step 4: When it dries up, flp picture 1
up and down and watch the boy run!
Study next lesson.

10. 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 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?

11. 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?