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GRADE 1 to 12

School

LACUB CENTRAL SCHOOL

 

Grade Level

II

DAILY LESSON LOG

Teacher

MARTINA R. BARBOSA

 

SUBJECT

ENGLISH

 

Date

AUGUST 14-18, 2017 (WEEK 1)

 

Quarter

2 nd Quarter

 

OBJECTIVES

MONDAY

TUESDAY

 

WEDNESDAY

 

THURSDAY

FRIDAY

         
 

A. Content

Demonstrates understanding of the

Demonstratesunderstanding of English

Demonstratesunderstanding of text

Demonstratesunderstandi

Demonstratesunderstanding of

Standard

elements of literary and expository texts for creative interpretation.

words used to communicate inter and Intrapersonal experiences, ideas,thoughts, actions and feelings

elements to see the relationship between known and new information to facilitate comprehension

ng of therelationship of phoneticprinciples of Mother Tongue and English to decode unknown words in English

therelationship of phoneticprinciples of Mother Tongue and English to decode unknown words in English

 

B. Performance

Uses information derived from texts

Independently takes turn in sharing

Correctly presents ext

Analyzes pattern of sounds

Analyzes pattern of sounds in words for

Standard

in presenting varied oral and written activities.

inter and intra personal experiences, ideas, thoughts, actions and feelings using appropriate words

elements through advance organizers to make inferences, predictions and conclusions

in words for meaning and accuracy

meaning and accuracy

 

C. Learning

Identify and discuss the elements of a

Talk about oneself and one’s family

Identify and discuss the elements of a

Identify letters in English

EN2AK-IIc-e-2

Identify letters in English that are not

Competency/

Objectives

story (theme, setting, characters, and

EN1OL-IIa-e-1.3

story (theme, setting, characters, and

that are not present in

present in Mother Tongue/Filipino and

Write the LC code for

events)

events

Mother Tongue/Filipino

vice-versa

 

each.

EN2LC-IIa-b-2.2

EN2LC-IIa-b-2.2

and vice-versa

Decode words with long vowel /i/

 

Identify the name and

EN2AK-IIc-e-2

sound of each consonant

II. CONTENT

Lesson 1: Oops! It’s My Turn

Lesson 2: We Do Things Together

Lesson 3: This is Home

Lesson 4: Having Fun

Lesson 5: I am a Part of a family

Story: “Oopss!”, It’s My Turn

Story: “ Anton’s Spider Lesson”

Together

The Long / i / Sound

The Long / ā / Sound

III. LEARNING

 

RESOURCES

A. References

K-12 CG p.26

K-12 CG. p.24

K-12 CG p.24

K-12 Curriculum Guide

K-12 C G. p.24

p.24

1.

Teacher’s Guide

1-3

 

3-4

4-5

 

6-7

 

7-8

pages

2.

Learner’s Materials

123-125

126-127

127-129

129-131

131-133

pages 3. Textbook pages

         

4.

Additional Materials from Learning

         

Resource (LR) portal B. Other Learning Resource

Picture, flashcards

Picture, flashcards

Picture, flashcards

Picture, flashcards

Picture, flashcards

 

PROCEDURE

         

A. Reviewing

Put a cross on the word which has a

Study the pictures. Put a star («) on the

Study the pictures. Put a star («) on the

What are the three

Reading of words with long /a/ sound

previous

lesson or

different

picture

picture

elements of a story?

presenting the new

 

lesson

sound of C as the given word:

which shows correct order.

which shows correct order.

   
 
  • 1. century .center centavos custard

 
1. century . – center centavos custard ,
1. century . – center centavos custard ,
1. century . – center centavos custard ,
 

,

  • 2. costume .ceramic came card

2. costume . – ceramic came card ,
 

,

B.

Establishing a

Where have you seen people lining

Main Character Guessing Game.

Main Character Guessing Game.

Read the word chart with

Their family members. (Refer to LM, p.

purpose for the

lesson

up?

short long / ā / sound .

167)

Have you gone to a movie house? What do you do before you get in? Did you notice people lining up to buy their tick

(Refer to LM)

 

Ask the children to fill out the family tree with the names of their family members

C.

Presenting

Today, we shall read a story about a

Read the story“Anton’s Spider lesson.”

Read the story“Anton’s Spider lesson.”

Show a family picture then

Teach/ Model:

 

examples/

family treat to the movies.

(Refer to LM, Let’s Aim)

(Refer to LM, Let’s Aim)

ask the children to talk

kite

Mike

tire

instances of the

LM p.123-124

about the picture.

bite

write

fine

new lesson

like

line

wide

D.

Discussing new

Ask:

Let the children answer the

  • 1. Who are the characters in the story

Let the children answer the

  • 1. Who are the characters in the story

Reading phrases with long

Show the pictures with the long / ī /.

concepts and

practicing new

skills #1

Who are in the scene /picture? Who suggested going to the movies?

comprehension question.

comprehension question.

/ ā /.

Why will Papa and Mama give the

  • 2. Where did the story happen?

  • 2. Where did the story happen?

children a treat?

  • 3. What important things/events

  • 3. What important things/events

happened in the story?

happened in the story?

E.

Discussing new

Ask the children to share their

Read the story again and look for the

Read the story again and look for the

 

Read the phrases and use the Round

concepts and practicing new skills

#2

experiences related to the event in the story and express their feelings about it. Provide scaffolding if needed. ex. What do you feel when somebody wants to be served first even if he/she has just come?

characters, events and the place where it happened

characters, events and the place where it happened

Read: “An Enjoyable Party” (Refer to LM).

Robbin Activity. There will be 4 members in a group and the children will take turns in answering the questions. Prepare strips of paper as visual aids for the following sentences:

F.

Developing

What can you say…

Use graphic organizer (Wh- Memory

Use graphic organizer (Wh- Memory

Allow the children to read

Let the children answer the We Can Do It

mastery (leads to Formative

Assessment 3)

Why do the children deserve a movie treat? Do they deserve it, too? How would you feel treated to a movie because of good deeds?

Card), for the story “Anton’s Spider Lesson”Refer to LM.

Card), for the story “Anton’s Spider Lesson”Refer to LM.

the words in the story with the long /a/ sound and let them answer their LM, We Can Do it

exercise

G.

Finding practical

Did something like this story happen

Make a thank you card for Lola Mary.

“Happy birthday, Mike ! greeted Lola

Make a thank you card for Lola Mary.

“Happy birthday, Mike ! greeted Lola

Circle the word for each

crane

 

application of concepts and skills in daily living

to you? What did you do? Share your own

Use the story for the letter.

Use the story for the letter.

picture. Illus. Cane

story with

Mary. “Don’t go out on the road yet.

Mary. “Don’t go out on the road yet.

rake

lake

the class.

You can practice riding on your bike at

You can practice riding on your bike at

Cane

bake

the backyard,” said Lola. ”Oh, what a wonderful bike. This is the best gift I’ve

the backyard,” said Lola. ”Oh, what a wonderful bike. This is the

Game

plane

ever received.

best gift I’ve ever received. Thanks a

 

Thanks a lot Lola”.

lot Lola”.

H.Making

Remember This

The story has characters, event and the

The story has characters, event and the

The Long /a/ sound is the

The long /i/ sound is the sound you hear

generalizations

and abstractions about the lesson

We should always wait for our turn so that there will be order.

place where the story happened. Knowing these will help you understand what you read.

place where the story happened. Knowing these will help you understand what you read.

sound you hear if you place a silent /e/ at the end of the word.

if you place a silent /e/ at the end of the word.

 

I. Evaluating learning

Refer to LM p.125

Identify the characters, place and

Identify the characters, place and

Read and Draw.

Read the words below. Encircle the word

 

event. Use a graphic organizer.

event. Use a graphic organizer.

  • 1. with long /i/ sound

cage for sale

   

SIMPLE ORGANIZER

SIMPLE ORGANIZER

bake a cake

  • 2. neat

 

cane

bite

try

WHO: _________________

WHO: _________________

snake at the gate

  • 3. coat

lane

hike

baby

WHERE: _______________

WHERE: _______________

seat

site

hire

buy

WHEN: ________________

WHEN: _________________

late

note tire

tape

WHAT:

________________

WHAT:

________________

 

J. Additional

 

Tell who the characters are, place and

Tell who the characters are, place and

   

activities for

application or

remediation

Valuing: What happens when everyone wants to be served first or

does not wait for one’s turn?

the events. 1. The buses, jeepneys and the cars stopped . Jose and Marie looked at the traffic lights. The policeman signaled the people crossing the street. Jose and Marie crossed the street.

the events. 1. The buses, jeepneys and the cars stopped . Jose and Marie looked at the traffic lights. The policeman signaled the people crossing the street. Jose and Marie crossthe street.

Practice reading of words with long /a/.

IV. REMARKS

     

V.

REFLECTION

     

A

No.

of learners who

         

earned 80% in the

evaluation

 

B.No. of learners who require additional activities for remediation who scored below 80%

         

C.

Did the remedial

         

lessons work? No. of learners who have caught up with the lesson

D.

No. of learners who

         

continue to require remediation

E.

Which of my teaching

Strategies used that work well:

Strategies used that work well:

Strategies used that work well:

Strategies used that work

Group collaboration

Strategies used that work well:

strategies worked well? Why

did these work?

Group collaboration Games

Group collaboration Games

Group collaboration Games

well:

Group collaboration Games

Solving Puzzles/Jigsaw Answering preliminary

Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises

Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises

Games Solving Puzzles/Jigsaw Answering preliminary

Solving Puzzles/Jigsaw Answering preliminary

 

Carousel

Carousel

 

Diads

Diads

Rereading of Paragraphs/ Poems/Stories

Think-Pair-Share (TPS) ___ Rereading of Paragraphs/

Differentiated Instruction

Think-Pair-Share (TPS) ___ Rereading of Paragraphs/

Differentiated Instruction

Rereading of Paragraphs/ Poems/Stories

Differentiated Instruction Role Playing/Drama

Poems/Stories

Poems/Stories

Differentiated Instruction Role Playing/Drama

 

Discovery Method

Role Playing/Drama

Role Playing/Drama

Poems/Stories

Discovery Method

Lecture Method

Discovery Method

Discovery Method

Differentiated

Lecture Method

Why?

Lecture Method

Lecture Method

Instruction

Why?

Complete IMs

Pupils’ eagerness to learn

Why?

Why?

Role Playing/Drama

Complete IMs

Pupils’ eagerness to learn

Availability of Materials

Group member’s Cooperation in

Complete IMs Availability of Materials

Complete IMs Availability of Materials

Discovery Method

Lecture Method

Availability of Materials

Group member’s Cooperation in

doing their tasks

Pupils’ eagerness to learn

Pupils’ eagerness to learn

Why?

doing their tasks

Group member’s Cooperation in

Group member’s Cooperation in

Complete IMs

doing their tasks

doing their tasks

Availability of

Materials

Pupils’ eagerness to

learn

Group member’s

Cooperation in doing their tasks

F.

What difficulties did I

encounter which my

Bullying among pupils

Pupils’ behavior/attitude

Bullying among pupils

Pupils’ behavior/attitude

Bullying among pupils

Pupils’ behavior/attitude

Bullying among pupils

Pupils’

Bullying among pupils Pupils’ behavior/attitude

principal or supervisor can help me solve?

Colorful IMs Unavailable Technology Equipment (AVR/LCD) Science/ Computer/ Internet Lab Additional Clerical works

Colorful IMs Unavailable Technology Equipment (AVR/LCD) Science/ Computer/ Internet Lab Additional Clerical works

Colorful IMs Unavailable Technology Equipment (AVR/LCD) Science/ Computer/ Internet Lab Additional Clerical works

behavior/attitude __ Colorful IMs Unavailable Technology Equipment (AVR/LCD) Science/ Computer/ Internet Lab

Colorful IMs Unavailable Technology Equipment (AVR/LCD) Science/ Computer/ Internet Lab Additional Clerical works

Additional Clerical works

G.

What innovation or

Planned Innovations:

Planned Innovations:

Planned Innovations:

Planned Innovations:

Planned Innovations:

localized materials

did I

use/discover which I wish to share with other teachers?

Localized Videos

Making big books from views of the locality

Recycling of plastics to be used as Instructional Materials

Localized Videos Making big books from

views of the locality Recycling of plastics to be used as

local poetical composition

Localized Videos Making big books from

views of the locality Recycling of plastics to be used as

local poetical composition

Localized Videos Making big books from

views of the locality Recycling of plastics to

Localized Videos

Making big books from views of the locality

Recycling of plastics to be used as Instructional Materials

local poetical composition

Instructional Materials

Instructional Materials

be used as Instructional Materials

local poetical composition

local poetical

composition