2016 03 31 Basa Pilipinas Quarter 4 Grade 2 English Teacher's Guide (Second Edition) PDF

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BASA PILIPINAS
TEACHER’S GUIDE
GRADE 2 ENGLISH
QUARTER 4
Developed based on DepEd’s K–12 Curriculum Guide

in English, July 2015
MARCH 2016
This learning resource was produced with the generous support of the American people through
the United States Agency for International Development (USAID) under the Basa Pilipinas Project
and the Department of Education.
TEACHER’S GUIDE GRADE 2 ENGLISH
Grade 2 Quarter 4
Teacher’s Guide - English
Second Edition, 2016
Published by U.S. Agency for International Development (USAID)
Produced under USAID/Basa Pilipinas with support from the Department of Education (DepEd)
Technical Director: Nancy Clark-Chiarelli, EdD
Author: Basa Pilipinas
DepEd Reviewer: Galileo Go
Content Reviewer: Paraluman Giron, EdD
Language Reviewer: Regina Ubaña
Layout Artists: Emerson John Lozanta, Maritoni Rejano, and Harry James Creo
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Non-text materials, i.e., songs, stories, poems, pictures, photos, brand names, etc. included in this
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Teacher’s Guide are copyright to their respective owners. The publisher and authors claim no credit
or ownership over them. Every effort has been exerted to locate and seek permission to use these
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materials from their respective copyright owners.
A selection of stories from Adarna House, Tahanan Books, and Vibal Publishing House were used
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with permission from the publishers.
No part of this material may be reproduced or transmitted in any form or by any means, electronic
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or mechanical, including photocopy, or any information storage and retrieval system without
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permission from the publisher.

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GOVERNMENT PROPERTY. NOT FOR SALE.
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Ground Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City
Telefax: +63 (02) 634-1027; 634-1054; 631-4985
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DEPED COPY. All rights reserved. No part of this learning resource may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016.
GRADE 2 ENGLISH TEACHER’S GUIDE
CONTENTS
Week 31: Respect and Kindness to Others. . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Weekly Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Week 32: Respect and Kindness to Others. . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Week 33: Conserving Energy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
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Week 34: Conserving Energy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
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Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
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Week 35: Gratitude and Appreciation for What We Have . . . . . . . . . . . . . . 99
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

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Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
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Week 36: Gratitude and Appreciation for What We Have . . . . . . . . . . . . . 123

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Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Week 37: Caring for Nature and the Environment. . . . . . . . . . . . . . . . . . . . 145

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Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Week 38: Caring for Nature and the Environment. . . . . . . . . . . . . . . . . . . . 165
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Week 39: Respecting Nature and All Living Things. . . . . . . . . . . . . . . . . . . . 187
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016.
QUARTER 4 WEEK 31
WEEK
31
TEACHER’S GUIDE
GRADE 2
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THEME: RESPECT AND KINDNESS TO OTHERS

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READ ALOUD STORY: THE BLACK KITTEN

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016. 1
OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 2

ENGLISH
QUARTER 4, WEEK 31 (50 MINUTES PER DAY)
Theme: Respect and Kindness to Others

Read Aloud Story: The Black Kitten (Author: Natasha Vizcarra; Illustrator: Ferdinand Guevara)
Day Domain Objectives Subject Matter
A • EN2A-IVa-e-1 • Sharing Information and News
Participate/engage in a read-along of
• Poem or Song
texts (e.g. poetry, repetitive text)
PA • EN2PA-IVa-b-3.1 • Oral Language/Grammar, Study
Demonstrate the concept of word Skills, Grammar, and Spelling Games
by dividing spoken sentences in
English into individual words
S • EN2S-IVa-h-4
Daily Spell words with short a and e
sound in CVC pattern
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G • EN2G-IVa-b-4.2.1
Use singular pronouns
(e.g. I, you, he, she, it in dialogues)
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SS • EN2SS-IVa-b-2
Arrange words alphabetically by the
first letter
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V • EN2V-IIb-c-13.1 • Read Aloud Story: The Black Kitten

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Give the meaning of words used

• Use New Vocabulary and
in stories presented through
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Structures
real objects, illustrations,
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demonstrations, and context clues • Pronouns

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(e.g. I, you, he, she, it, in dialogues)

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PWR • EN2PWR-IVa-c-1
Read short a words in CVC pattern
(cat, man, bag)
DOMAINS: OL – Oral Language PA – Phonological Awareness

BPK – Book and Print Orientation PWR – Phonics and Word Recognition F – Fluency
S – Spelling WC – Writing and Composition G – Grammar Awareness and Structure
2 electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016.
QUARTER 4 WEEK 31
Teacher Activities Learner Activities

1. Daily Routine can be any of the following: 1. Daily Routine can be any of the following:
a. Sharing Information or News a. Sharing Information or News
• Teacher asks questions allowing pupils to talk • Pupils talk about respect and kindness to
about respect and kindness to others others
b. Poem or Song b. Poem or Song
• Teacher introduces a poem or song that • Pupils recite a poem or sing a song
pupils will learn
• Pupils participate in read along of text
• Teacher encourages pupils to read along
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c. Oral Language/Grammar, Study Skills,
(choral reading, echo reading etc.)
and Spelling games
c. Oral Language/Grammar, Study Skills,
• Pupils practice short vowel sounds,
and Spelling games
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alphabetical order, and elements of speech
• Teacher introduces a game to practice by playing a game
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short vowel sounds, alphabetical order, and
elements of speech
1. Routine 1. Routine
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(refer to the Daily Activities) (refer to the Daily Activities)

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2. Pronouns 2. Read Aloud Story: The Black Kitten

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• Teacher leads an activity with pronouns Pre-Reading Activities
3. Read Aloud Story: The Black Kitten • Pupils listen to the teacher using words,
phrases, or expressions that are unfamiliar
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Pre-Reading Activities
• Pupils talk about words, phrases,
• Teacher unlocks unfamiliar words and
or expressions that are unfamiliar
expressions
• Pupils play a game using words, phrases,
• Teacher models using new vocabulary
or expressions that are unfamiliar
and structures
3. Pupils complete exercises with pronouns
• Teacher introduces a game to practice new
vocabulary and structures
V – Vocabulary Development LC – Listening Comprehension RC – Reading Comprehension
ATR – Attitude Towards Language, Literacy, and Literature SS – Study Strategies
* – Basa-added Objective
LC • EN2LC-IVa-b-2.4 • Read Aloud Story: The Black Kitten

Use an understanding of characters,
• Make Predictions
incidents, and settings to make
predictions • State Details
RC • EN2RC-IVa-2.2
State details of text during and after
reading
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• Use comparative adjectives when
comparing features of people,
places, or things*
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LC • EN2LC-IVi-j-2.6 • Read Aloud Story: The Black Kitten

Retell and/or reenact events from a
• Major Points and Key Themes
story
BPK • EN2BPK-IVa-b-4 • Details in Text
Identify the common terms in
• Comparative Adjectives
3 English relating to parts of a book
(e.g. cover, title page, etc.) book
orientation
OL • EN2OL-IVa-b-3.3
Talk about texts identifying major
points and key themes
QUARTER 4 WEEK 31

4. Short a words in CVC pattern 4. Pupils complete exercises with short a words
Teacher leads an activity with Short i words 5. Concluding the Session
5. Concluding the Session • Homework: Practice spelling words
• Teacher gives homework: Practice spelling

words
2. Read Aloud Story: The Black Kitten 2. Read Aloud Story: The Black Kitten
Pre-Reading Activities Pre-Reading Activities
• Teacher asks questions about pets and what • Pupils share experiences related to the story.
their pets do for their family They talk about the cover of the story and
make predictions.
• Teacher asks questions to elicit predictions
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• Pupils review words, phrases, or expressions
that are unfamiliar
expressions
During Reading Activities
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• Pupils listen attentively to the story read and
• Teacher reads the story to the pupils and
make predictions based on the characters,
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pauses for pupils to predict possible ending
incidents, and settings
based on the characters, incidents, and
settings After Reading Activities
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After Reading Activities • Pupils answer questions about the story

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• Teacher asks questions about the story: who, 3. Concluding the Session
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what, where, when, and asks pupils to make

• Homework: Pupils tell their families about the
comparisons using comparative adjectives
Read Aloud story, The Black Kitten
3. Concluding the Session
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• Teacher gives homework

2. Retelling of the Read Aloud Story: 2. Retelling of the Read Aloud Story:
The Black Kitten The Black Kitten
• Teacher shows pictures to help pupils retell • Pupils retell the story
the Read Aloud story


reading
(e.g. I, you, he, she, it, in dialogues)
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V • EN2V-IVa-e-21 • Short a
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Give the meaning of short a words

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(cat, man, bag)
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4 F • EN2F-IVa-d-4
Read phrases, sentences, and
stories consisting of short a
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words and some sight words with

appropriate speed, accuracy, and
proper expression
WC • EN2WC-IVa-c-1 • Read Aloud Story: The Black Kitten

Participate in generating ideas
• Composing Activity: “RESPECT”
through pre-writing activities
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• EN2WC-IVa-1.1
Brainstorming

QUARTER 4 WEEK 31

3. Rereading of the Read Aloud Story: 3. Rereading of the Read Aloud Story:
The Black Kitten The Black Kitten
• Teacher asks pupils about their predictions • Pupils answer questions about common terms
and tells them to watch and listen for key in English relating to parts of a book and they
themes and details identify the title, author, and illustrator, and
tell what they do
• Teacher rereads the story pausing at
some parts to ask questions and check • Pupils participate actively during the
comprehension rereading of the story
After Reading Activities • Pupils discuss clues to make predictions:

characters, incidents, and settings
• Teacher asks questions about the characters,
incidents, and settings in the story After Reading Activities
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4. Concluding the Session • Pupils discuss the story
• Teacher gives homework 4. Concluding the Session

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• Homework: Pupils retell the story to their
family members
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2. Short a and high frequency words 2. Short a and high frequency words
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• Teacher leads an activity with short a and • Pupils complete activities for short a and high
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high frequency words frequency words
3. Fluency: practice reading the poem 3. Pupils practice reading the poem “RESPECT”
“RESPECT”
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4. Homework: Pupils practice short a spelling

4. Concluding the Session words

1. Routine (refer to the Daily Activities)– 1. Routine (refer to the Daily Activities)–
Assessment Focus: Spelling and Pronouns Assessment Focus: Spelling and Pronouns
2. Brainstorming 2. Brainstorming
• Teacher conducts a brainstorming activity • Pupils brainstorm words used for describing
of words used for describing or for qualities or for qualities people have
people have


LC • EN2LC-IVi-j-2.6
story
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QUARTER 4 WEEK 31

3. Pronouns 3. Pronouns
• Teacher leads activity on pronouns • Pupils accomplish activity on pronouns
4. Concluding the Session: Sharing and Reading 4. Concluding the Session: Sharing and Reading
• Teacher invites pupils to share their drawing • Pupils show their works to each other in
and written work in groups of four groups of four and talk about it

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NOTES
DAY OBJECTIVES
• EN2A-IVa-e-1 Participate/engage in a read-along of texts
1
(e.g. poetry, repetitive text)
• EN2S-IVa-h-4 Spell words with short a sound in CVC pattern
• EN2G-IVa-b-4.2.1 Use personal pronouns (e.g. I, you, he, she, it, we, they)
in dialogues
• EN2V-IIb-c-12.1 Give the meaning of words used in stories presented

through real objects, illustrations, demonstrations, and context clues
• EN2PWR-IVa-c-1 Read short a words in CVC pattern (cat, man, bag)
On-going Assessment: During Weeks 31 and 32, pupils will listen

NOTE to a story and read a Leveled Reader. Although the competency
below refers to reading comprehension, it is just as important that
During Week 32, the pupils be able to identify elements in a story that was read to them.
teacher will observe pupils
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During Week 31, the teacher observes five pupils per day during
during reading in groups English period and assesses their Listening/Reading Comprehension
and observe all pupils in the using this table:
course of the two-week
period.
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1 2
Identifying
Is not able to Is able to identify
RC elements of
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identify the the elements of a
a story
elements of a story story
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1 ROUTINE
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a. Sharing Information
BRIDGING
• Teacher explains that the weekly theme is “Respect and Kindness
When pupils are sharing to Others.” In English, we will study the words we use to talk about how we
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information, let them use demonstrate respect and what we do when we are kind to others.
words or expressions
in Mother Tongue or • Teacher lets pupils talk about this in pairs: What are the things you do
Filipino or let them when you want to be kind to someone? Then, he or she picks 1–2 names
show you with gestures from a box or bowl. These pupils will share in front of the class.
and movements if that b. Poem: “RESPECT”
is easier, then model
how to say the words in • Teacher introduces the poem, “RESPECT,” that pupils can learn.
English. He or she explains a few words and expressions such as: respect,
caring, polite, courtesy, glue.
• Pupils recite and do movements as a class.
QUARTER 4 WEEK 31
NOTES
“RESPECT” NOTE
Teacher should have poem

I respect you and you respect me,
written on manila paper
That makes us a happy family!
before the class.
R is for remembering both young and old,
E is for everyone, help them shine like gold.
S is for smile to bring happiness,
P is for please, we say to show politeness.
E is for everything, done with kindness,
C is for courtesy, we show to people.
T is for thank you, for being good to all.
Respect, we give to one another,
Forever, we stay together!
• Teacher explains that this is an acrostic poem, where we choose

a word and write from the top to the bottom, and then we find BRIDGING
words for each letter of the word.
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Time should be spent
pointing out the
differences between
2 PERSONAL PRONOUNS Filipino and English.
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There are two main
• Teacher explains that there are words we use in English instead of
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differences:
the name of people or animals. These are called pronouns.
We know them in Filipino as panghalip. Today, we are going to In Filipino, siya is used
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talk about the pronouns that refer to only one person or thing. for both a male/boy and
female/girl. In English,
• The teacher writes the Filipino pronouns and English equivalents
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we use “he” for a male/

on the board in this anchor chart and explains each one.
boy. We use “she” for a
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female/girl.
Filipino Panghalip English Pronouns
In Filipino, we have the
word ito which means
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“this.” Ito is also used in

the same way that “it” is
used in English.
ako I
NOTE
Later, in Quarter 4, we will

talk about demonstrative
pronouns such as this in
ikaw/ka you English, and in Filipino, the
equivalent word is ito.
NOTES
siya he
siya she
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ito it
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• Teacher says that we use pronouns a lot in English and so it is
important to practice these small words.
D
• Teacher says they will play a game of “Point to” with some
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pronouns (I, you, he, she, it). He or she says a pronoun (not in
order) and for each pronoun, pupils point:
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to themselves, if the teacher says: I
to the teacher, if the teacher says: you

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to a boy, if the teacher says: he
to a girl, if the teacher says: she
to an object, if the teacher says: it
3 READ ALOUD STORY: THE BLACK KITTEN
PRE-READING ACTIVITIES
a. Activating Prior Knowledge

Teacher asks pupils to brainstorm what they know about cats or
kittens. He or she writes the responses on manila paper and posts
them. Small drawings can be added to support pupils’ reading of
the chart.
QUARTER 4 WEEK 31
b. Unlocking Some Words and Expressions NOTES
• Teacher explains the following words and expressions and asks

questions. Pupils answer in full sentences using the following
words, with support from the teacher.
BRIDGING
(1) take in, take her in
When explaining new
Teacher says: (Teacher should gesture with his or her hands vocabulary, do not
to come in or take in.) When you accept or adopt something or translate as the
someone and let them move in your house, we use the expression “take “default.” Use pictures,
in,” or “take him in” if it is a male, “take her in” if it is a female, objects, hand gestures
“take them in” if there are more than one. For example, if I let a dog and movement as much
come live at my house, I may say: “I take him in” or “I take it in.” as possible.
Can you think of a time when you or your family let an animal in your
house?
(2) spook, bad luck, charcoal
• Teacher explains why people use these names for the black cat,
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using pictures of a witch and a black cat, some charcoal.
Teacher says: Sometimes, old stories were told about witches having
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black cats and that’s why we may call a black cat, Spook. There are
old stories or superstitions about black cats being bad luck. That is
why we may call a black cat, Bad Luck. Last, charcoal is something we
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use to cook food and it is black. So some people may call a cat, Charcoal.
(3) sob, sobbed
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Teacher says: (Teacher should demonstrate sobbing.)

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When you cry hard, you sob. Have you ever sobbed? Or do you know
someone who has sobbed? What happened?
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I sobbed when _____________________.

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(4) mused BRIDGING
Teacher says: Sometimes we dream in the daytime and we think Some words are easy to
about things that could happen, or how we could solve a problem. We can explain by showing the
use the word think and we can use the word muse. picture in the book.
(5) weather bureau
Teacher says: (Teacher can have a photo of the logo

of PAGASA: Philippine Atmospheric, Geophysical and
Astronomical Services Administration.)
http://www.pagasa.dost.gov.ph
NOTES Teacher says: In every country, there is a government agency that studies
the sky, the winds, and the clouds. In the Philippines, we have PAGASA.
They can tell us days before if it will rain, or if the sun will shine.
PAGASA can also be called the weather bureau in English. The
weather bureau is the office that tells us when a typhoon is coming.
(6) statue
Teacher says: (Shows a picture of a statue in the community or

one pupils may be familiar with.) Often in a park or a plaza, there is a
person from history made of plaster or cement. We called these statues.
A statue does not move. Can you sit still like a statue?
(7) adopt
Teacher says: When you take in an animal or take in a child that is not
your own, we say you adopt.
(8) quiver
Teacher says: (Demonstrate shaking or quivering.) When we
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shake, we quiver. When you are very very happy, you quiver with joy.
Can someone show me how they would quiver?
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Did you ever quiver with joy? When?
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I quivered with joy when _______________________.
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(9) scamper
Teacher says: (Demonstrate scamper.) When a small animal or

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child runs fast, we say it scampers. Scamper is another word for run.
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When you scamper, you are light and quick. Can someone show me how you
would scamper?
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SPELLING
Teacher asks pairs to practice spelling words with the short a

vowel sound. He or she gives them a list of words to practice after
reviewing their definitions:
a. Teacher says the word. For example: cat.
b. Teacher uses the word in a short sentence.

For example: There’s a fat cat.
c. He or she stresses the short a sound. For example: Cat is a word

that rhymes with fat and has the short a vowel sound.
d. He or she asks pupils to cover the word.
e. The teacher tells pupils to spell the word orally and write the word.
f. He or she has the pupils check to see if they wrote it correctly.
QUARTER 4 WEEK 31
• Teacher goes around and observes pupils. NOTES
5 CONCLUDING THE SESSION WORDS WITH THE

SHORT a SOUND
Teacher tells pupils to ask a family member to help them practice cat, rat, sat, hat, man, fan,
their spelling words. ran, rap, tap, sap, tab, jam
OBJECTIVES DAY
2
• EN2PA-IVa-b-3.1 Demonstrate the concept of word by dividing spoken

sentences in English into individual words
in dialogues
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• EN2SS-IVa-b-2 Arrange words alphabetically by the first letter
• EN2LC-IVa-b-2.4 Use an understanding of characters, incidents,

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and settings to make predictions
• EN2RC-IVa-2.2 State details of text during and after reading

C
• Use comparative adjectives when comparing features of people, places,
or things*
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* Basa-added objective
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1 ROUTINE
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a. Poem: “RESPECT”
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• Teacher asks pupils to think about the words in the poem

“RESPECT.”
• Teacher asks pupils to divide spoken sentences from the poem

into individual words.
b. Sharing Information
• Teacher lets pupils talk in pairs. What kind of pet does your family have?
Does this pet do anything to help the family?
• He or she gives them an example: We have a dog. It barks when

strangers come to the door. The dog keeps us safe. He or she picks 5–10
names from a box or a bowl. Then, pupils share using the sentence
frame.
We have a ____________. The __________________ .
NOTES c. Alphabetical Order
Teacher explains that they will pretend that they are putting food
BRIDGING into a basket in alphabetical order. Each pupil in turn contributes
something that begins with the letter of the alphabet (A-L).
Explain to the pupils All the pupils then repeat the entire list.
that words in English
are separated by spaces Teacher begins the game: I put in an apple.
in writing. The same is Pupil 1: I put in an apple and a banana.
true in Mother Tongue
and Filipino. Have them All pupils: I put in an apple and a banana.
practice dividing spoken
Pupil 2: I put in an apple, a banana, and a cookie.
sentences into individual
words starting with All pupils: I put in an apple, a banana, and a cookie.
poems and songs they
know in English. And so on!
2 READ ALOUD STORY: THE BLACK KITTEN
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a. Making Predictions
O
• Teacher shows the cover of the Read Aloud story, The Black Kitten,
C
and asks a pupil to read the title. He or she then asks pupils to
describe what they see on the cover. He or she asks pupils what
they think the story ,The Black Kitten, might be about.
D
• Then, he or she asks pairs to discuss: What do they see on the cover?
What do you think will happen in this story titled, The Black Kitten, the cat,
E
and the little girl on the cover? He or she asks a few pairs to share their
EP
answers.
• Teacher opens the Read Aloud story, The Black Kitten, and shows
the illustrations on pages 1, 3, and 5 and asks pupils to describe
D
what they see. He or she asks pairs to discuss: Why do you think
these people look mean or scared? How do they feel about the cat? Why do you
think so? He or she asks a few pairs to share their answers.
Teacher asks: If you look at the cover and then at these three pages, what
do you think will happen to the cat in the story? Then, he or she asks
pupils to discuss in pairs. After the discussion, he or she asks a few pairs
to share.
DURING READING ACTIVITIES
Teacher reads the story, The Black Kitten, to the pupils. Before reading
page 10, he or she asks pupils: What do you think will happen here?
Then, he or she asks pupils to discuss in pairs. He or she asks a few
pairs to share. After pupils share, teacher finishes reading the story.
QUARTER 4 WEEK 31
AFTER READING ACTIVITIES NOTES
Teacher goes back to certain pages and checks for understanding:
Pages 2–3: Who was Ignacia?
Pages 3–5: What names did they call Ignacia?

BRIDGING
Pages 8–9: What did Ignacia decide to do?
Ask pupils for the name
Pages 12–13: What happened when she went to the little girl’s house? of the author and the
illustrator. Remind pupils
Pages 14–20: What did Ignacia say she can do in her speech?
that the author is the
(There are several answers to this question.)
same as in Filipino of
Page 25: What did the little girl give Ignacia? MT, the person who
wrote the story and the
Page 27: What did the little girl say to Ignacia? illustrator is the person
Page 29: What happened in the end? who drew the pictures.
3
PY
ELEMENTS OF THE STORY
Teacher asks: Who were the main characters?

O
Where did the story take place?
C
When did the story take place?
What was the problem?

D
How did Ignacia solve her problem?

E
Did what you thought would happen turn out to be true?

EP
4 CONCLUDING THE SESSION

D
Teacher tells pupils to tell their family members about the

Read Aloud story, The Black Kitten.
NOTES
DAY OBJECTIVES
3 • EN2PA-IVa-b-3.1 Demonstrate the concept of word by dividing spoken
in dialogues
• EN2OL-IVa-b-3.3 Talk about texts identifying major points and key themes*

1 ROUTINE
PY
BRIDGING
• Teacher lets pupils talk in pairs. Do you like the story, The Black
When pupils are sharing
O
Kitten? Why? Why not? He or she gives them a sentence frame to
information, let them use complete.
C
in Mother Tongue or I like the story because _____.
Filipino or let them show I don’t like the story because _____________.
D
you with gestures and

movements, then model
• Then, he or she picks 1–2 names from a box or a bowl.
E
how to say the words in

English. These pupils share in front of the class.
EP
Teacher asks: Does the little girl care for the cat? How? What does the
cat say she will do to earn the respect of her new owner?
D
b. Poem: “RESPECT”
Pupils recite and do movements as a class. Teacher asks pupils
to divide spoken sentences from the poem into words.
c. Alphabetical Order
• Teacher writes five words from the Read Aloud story on the
board:
mother cat wind house father
• He or she asks pairs to put these words in alphabetical order

orally. He or she asks a few pairs to share their answers.
He or she then writes the words in alphabetical order.
QUARTER 4 WEEK 31
NOTES
2 RETELLING OF READ ALOUD STORY:

THE BLACK KITTEN
Teacher shows the pictures from the Read Aloud story, The Black BRIDGING
Kitten, one by one, and calls on pupils to say what happened.
As they retell the story, the pupils act out the actions. Explain to pupils that
putting words in
3 REREADING OF THE BLACK KITTEN

alphabetical order is the
same in English as it is
in Mother Tongue and
PRE-READING ACTIVITIES Filipino.
Teacher shows the cover of the book and asks pupils to discuss in
pairs the following questions. He or she picks a few pairs to answer
the question:
Do you think the people who called Ignacia Spook, Bad Luck or Charcoal
were respectful? Why or why do you not think that they were respectful?
PY
DURING READING ACTIVITIES O
• Teacher begins to read the book. He or she pauses at certain
points to ask questions.
C
• Teacher explains that they will discuss major points and pause,
and check the words and pictures to notice the details. He or she
D
pauses and asks questions about details. He or she asks pairs to

discuss and pick different pairs to share their answers: BRIDGING
E
Pages 2 to 7: What did the people think of Ignacia? What are the details Book and Print
in the story and the pictures that support your answer?
EP
Knowledge
Pages 10-11: What are the details in the words and pictures that help us Review English terms for
predict that this house is a nice house? parts of a book.
D
Pages 12-16: What did Ignacia say she will do if she is adopted?
(several answers)
Page 19: Why do you think Ignacia was quivering with joy?
AFTER READING ACTIVITIES
Teacher asks: What happened at the end of the story? He or she lets
pupils talk in pairs and gives them a sentence frame to complete.
At the end, the little girl ________________.
• He or she picks a few pairs to share their responses. Then, he

or she continues the discussion:
Teacher asks: Do you think Ignacia was respectful and caring?

Give an example.
NOTES • He or she gives them a sentence frame to complete.
Ignacia was caring and respectful because ______________.
• He or she picks a few pairs to share their responses. Then, he

or she continues the discussion:
Pages 25-28: Teacher asks: What did the little girl do to show Ignacia
she cared? Do you think the little girl was respectful and caring? Give an
example.
• He or she gives them a sentence frame to complete.
The little girl was caring and respectful because ______________.
• He or she picks a few pairs to share their responses.

Then, he or she continues the discussion:
PY
Do you think Ignacia and the little girl will be happy together? Why do you
think so? He or she gives them a sentence frame to complete.
O
Ignacia and the little girl will be happy together because _______.
C
• He or she picks a few pairs to share their responses.
D
4 ELEMENTS OF THE STORY

E
EP
Teacher uses a story map to summarize the elements of the story.

D
QUARTER 4 WEEK 31
NOTES
Teacher instructs pupils to retell the story in the correct sequence

to their family members.
OBJECTIVES DAY
• EN2S-IVa-h-4 Spell words with short a sound in CVC pattern

4
PY
• EN2PWR-IVa-c-1 Read words with the short a sound in CVC pattern
(cat, man, bag)
• EN2V-IVa-e-21 Give the meaning of words with the short a sound

O
• EN2F-IVa-d-4 Read phrases, sentences, and stories consisting of words with
the short a sound, and some sight words with appropriate speed, accuracy, and
C
expression
D
1 ROUTINE
E
EP
• Teacher explains the saying, “What counts is what is on the
inside.” What does that mean? How does it describe Ignacia, the cat?
D
• Teacher lets pupils talk in pairs. What did the people at the beginning of
the story think of Ignacia? Did they try to get to know her? How was Ignacia
different on the outside than from the inside?
• He or she picks 1–2 pupils using any method (e.g., pupils whose
first name begins with the m sound. These pupils share in front of
the class.
b. Poem: “RESPECT”
• Pupils recite and do movements as a class. Teacher asks pupils to
divide spoken sentences from the poem into words.
NOTES c. Spelling
• Teacher asks pairs to practice spelling words with the short a
WORDS WITH THE
vowel sounds. He or she gives them a list of: words to practice:
SHORT a SOUND
(1) Teacher uses the word. For example: man.
cat, rat, sat, hat, man, fan,
ran, rap, tap, sap, tab, jam (2) Teacher uses the word in a short sentence. For example: The man
has a fan.
(3) He or she stresses the short a sound. For example: Man is a word
that rhymes with fan, and has the short a vowel sound.
(4) He or she asks pupils to cover the word.
(5) The teacher tells pupils to spell the word orally and write the
word.
(6) He or she has the pupils check to see if they wrote it correctly.
PY
• Teacher goes around and observes pupils.
d. Alphabetical Order
O
Teacher asks pairs to put their spelling words in alphabetical order.
He or she asks a few pairs to share their answer. He or she then
C
writes the words in alphabetical order on the board.
D
e. Pronouns
• Teacher plays the game, “Point to,” with pronouns (see Day 1).
E
EP
READ PHRASES WITH CVC WORDS (SHORT a)

2 AND HIGH FREQUENCY WORDS: AND, CAME,
FROM, HAVE
D
• Tell pupils that they will be learning some new words which they
will be seeing a lot. Teacher writes the four words: and, came,
from, have on cards and posts on board. Teacher reads each word
and then writes the word in a short sentence using the word in
context with CVC (short a) words.
–– The cap is blue and red.

–– The cat came to me.
–– He ran away from the dog.
–– We have a good map.
• The teacher asks pupils to read the sentences to their partner, then
read it for the second time.
QUARTER 4 WEEK 31
NOTES
3 FLUENCY: READING THE POEM “RESPECT”
• Pupils read the poem “RESPECT” in pairs to increase their

fluency.
• They try to read it smoothly, with correct intonation. One pupil

reads while the other counts or watches the clock. They try to
read it faster each time while still practicing their intonation and
smoothness of their reading.
• Teacher tells pupils to practice their spelling words at home with a

family member.
PY
OBJECTIVES DAY
• EN2S-IVa-e-2 Spell words with short a sound in CVC pattern
5
O
in dialogues
C
• EN2LC-IVi-j-2.6 Retell and/or reenact events from a story
• EN2WC-IVa-c-1 Participate in generating ideas through prewriting activities

D
• EN2WC-IVa-1.1 Brainstorming
E
EP
1 ROUTINE
D
a. Spelling
WORDS WITH THE
Teacher gives a spelling test on words with short a vowel sounds SHORT a SOUND
from the list given on Days 1 and 4.
cat, rat, sat, hat, man, fan,
ran, rap, tap, sap, tab, jam
b. Retelling of Read Aloud Story: The Black Kitten
Teacher shows the pictures of the Read Aloud story, The Black
Kitten, one by one, and calls on pupils to say what happens to
Ignacia, how does she feel and what does she do. As they retell the
story, the pupils act out the actions.
c. Sharing Information
• Teacher lets pupils talk in pairs. He or she explains the terms
name-calling and bullying.
NOTES Teacher asks: How would you apply these terms to the treatment of
Ignacia, the black cat, at the beginning of the story. Have you ever felt lonely?
What can you do to help someone who is feeling lonely?
• Then, he or she picks 1–2 pupils (pupils whose first name begins
with the /s/ sound). These pupils will share in front of the class.
• Teacher explains the term outcasts and asks: Does this word describe
Ignacia? Explain how Ignacia gained her self-respect and the respect of the
little girl.
• Then, he or she picks 1–2 pupils (pupils whose birthday is in

December). These pupils will share in front of the class.
2 BRAINSTORMING
• Teacher should remind pupils that the poem they have been
reading this week, “RESPECT,” is an acrostic poem.
PY
Teacher says: Today we will write an Acrostic poem about Ignacia.
O
I is for__________
G is for__________
C
N is for__________
A is for__________
C is for__________
D
I is for__________
A is for__________
E
EP
Teacher continues: But first, let’s brainstorm a list of words: descriptive

words, qualities, and words that may help you write an acrostic poem.
• Teacher divides pupils into four groups.

D
Teacher says:
Group A, look through the Read Aloud book we have already read.
Find descriptive words that could describe Ignacia.
Group B, think about the songs we sing in class. What descriptive words
are in these songs that could describe Ignacia?
Group C, look at the rhymes and poems we read in class. What descriptive
words are in these rhymes and poems that could describe Ignacia?
Group D, think about the proverbs and slogans we use such as, “It’s more
fun in the Philippines.” What descriptive words are in these proverbs and
slogans that could describe Ignacia?
QUARTER 4 WEEK 31
• Some possible words include: NOTES
adorable, agreeable, amusing, attractive, beautiful, big, bright,

brave, brainy, calm, charming, confident, creative, caring, cool,
considerate, cheerful, cooperative, delightful, elegant, enthusiastic, NOTE TO TEACHER
energetic, excited, efficient, fair, fearless, faithful, funny, friendly,
This brainstorm list is
great, goofy, glamorous, gentle, generous, grateful, helpful,
needed for Week 32.
hungry, handsome, huge, happy, immense, important, imaginative,
ideal, irresistible, jovial, jumpy, jolly, jazzy, joyous, joyful, just,
kind, keen, kindhearted, kissable, loud, large, little, lovely, lively,
likable, lucky, loyal, mysterious, magnificent, magical, majestic,
marvelous, mellow, nervous, noisy, neat, nice, notable, nutty,
obedient, observant, optimistic, orderly, okay, outstanding, pretty,
peaceful, perfect, pleasant, popular, patient, practical, quiet, quick,
restful, resilient, radiant, relaxed, reliable, resourceful, respectful
responsible, ready, studious, special, strong, sweet, serious,
sensitive, sharp, successful, splendid, slender, superb, silly, smart,
sociable, thoughtful, tall, tiny, talented, thankful, terrific, tidy,
PY
tolerant, tremendous, truthful, useful, understanding, ultimate,
unique, upbeat, vivacious, victorious, vocal, valuable, very
wonderful, wise, witty, young, yummy, zany, zesty
O
3 PRONOUNS
C
To test pupils’ understanding of pronouns, ask them to complete the

D
“I Can Do it” on page 121 and “We Can Do It” on page 157 in the
Learner’s Material (LM).
E
4
EP
CONCLUDING THE SESSION
Teacher corrects the pronoun and work together with the class.
D
QUARTER 4 WEEK 32
WEEK
32
TEACHER’S GUIDE
GRADE 2
PY ENGLISH
O
C
THEME: RESPECT AND KINDNESS TO OTHERS

D
READ ALOUD STORY: THE BLACK KITTEN

E
LEVELED READER: DO YOUR CHORES

EP
D

ENGLISH
Theme: Respect and Kindness to Others

Read Aloud Story: The Black Kitten (Author: Natasha Vizcarra; Illustrator: Ferdinand Guevara)
Leveled Reader: Do Your Chores
(Author: Education Development Center; Illustrator: Hannah Manaligod)
Participate/engage in a read-along
• Poem or Song
of texts (e.g. poetry, repetitive text)
PA • EN2PA-IVa-b-3.1 • Oral Language/Grammar, Study
Demonstrate the concept of word Skills, Grammar and Spelling Games
by dividing spoken sentences in
English into individual words
PY
Use personal pronouns (e.g. I, you,
Daily
he, she, it) in dialogues
SS • EN2SS-IVa-b-2
Arrange words alphabetically by the
O
first letter
C
E D
WC • EN2WC-IVa-c-1 • Read Aloud Story: The Black Kitten

Participate in generating ideas
EP
• Writing an Acrostic Poem

S • EN2S-IVa-e-2 • short a and Short e Words
Spell words with short a and e in
D
CVC pattern
1 Read short a words in CVC pattern
(cat, man, bag)

QUARTER 4 WEEK 32

• Teacher asks questions allowing pupils to talk • Pupils talk about products their community is
about products their community is known for known for
• Teacher encourages pupils to read along • Pupils recite a poem or sing a song
PY
c. Grammar, Phonics, Study Skills, Games,
c. Grammar, Phonics, Study Skills, Games,
and Activities
O and Activities
• Teacher conducts games to practice rhymes
• Pupils practice rhymes and reading words
with short a
C
with short a and other short vowel words by
• Teacher introduces activities to develop playing games
vocabulary
D
• Pupils develop their vocabulary through

activities
E
(same as above under Daily Activities) (same as above under Daily Activities)
EP
a.Retelling the Story a.Retelling the Story
• Teacher walks class through a retelling of the • Pupils retell the Read Aloud story,
D
Read Aloud story, The Black Kitten by showing The Black Kitten
pictures
3. Words with short a and e
• Teacher leads pupils to write an acrostic
• Pupils practice reading words by playing
poem
a game
2. Words with short a and e
3. Composing Activity: Writing an Acrostic
Teacher introduces a game to practice spelling Poem
words with short a and Short e words (add a
• Pupils participate in generating ideas to write
letter, change the word)
an acrostic poem

PWR • EN2PWR-IVa-c-1 • Read Aloud Story: The Black Kitten
• Writing an Acrostic Poem
(cat, man, bag)
V • EN2V-IVa-e-22 • Short a Words
Give the meaning of two-syllable
words with Short e and a sounds
S • EN2S-IVa-e-2
Spell words with Short e and a
2 sound in CVC pattern
PY
OL • EN2OL-IVa-b-3.3 • Leveled Reader: Do Your Chores
O
Structures
predictions
BPK • EN2BPK-IVa-b-4 • Read a Leveled Reader
C
Identify the common terms in
• Short e and Short a Words
English relating to part of book
D
(e.g. cover, title page, etc.) book

orientation
E
EP
points and key themes*

3 State details of text during and after
D
reading
F • EN2F-IVa-d-4
words, and some sight words with
proper expression
PWR • EN2PWR-IVa-c-2.9
Match pictures with short a words
(cat, man, bag)
QUARTER 4 WEEK 32

2. Group Work 2. Group Work
a. Composing Activity: Finish writing an acrostic a. Composing Activity: Finish writing an acrostic
poem poem
b. Short a Words • Pupils fill in the blanks to write an acrostic

poem
• Teacher assigns reading and exercises on page
116 in the LM then corrects with class b. Short a Words
3. Concluding the Session: Sharing and Reading • Pupils complete reading and exercises on
page 116 in the LM and correct in class
• Teacher invites pupils to share their acrostic
poem in groups of groups 4. Concluding the Session: Sharing and Reading
• Pupils show their works to each other in
PY
groups of four and talk about it
(same as above under Daily Activities) O (same as above under Daily Activities)
2. Leveled Reader: Do Your Chores 2. Leveled Reader: Do Your Chores

C
• Teacher unlocks unfamiliar words and • Pupils review words that are unfamiliar
expressions
D
• Pupils share experiences related to the story.

• Teacher asks questions to stimulate pupils’ They talk about the cover of the story and
E
interest about the story and to identify set a purpose for reading.
common terms relating to parts of the book
EP
During Reading: Reading in Pairs

During Reading: Reading in Pairs
• Pupils read the story in pairs
• Teacher goes around as pupils read the story
D
3. Group Work: Guided Reading/Seat Work

in pairs
Group A: During Reading Activities
3. Group Work: Guided Reading/Seat Work
(with the teacher)
• Pupils do a picture walk, identify high
(with the teacher)
frequency words, read the text, and echo
• Teacher does a picture walk, points out high read the Leveled Reader
frequency words, listens to pupils as they
read and leads pupils through echo reading


V • EN2V-IVa-e-22
LC • EN2LC-IVa-b-2.4 • Leveled Reader: Do Your Chores

• Sight Words
predictions • Read a Leveled Reader
• Composing: Writing a Recipe
PY
O
reading
F • EN2F-IVa-d-4
C
D

E
proper expression
4 PWR • EN2PWR-IVa-c
EP
Match pictures with short a words

• EN2PWR-IVa-c-1
Read words with short a in CVC
D
pattern (cat, man, bag)

V • EN2V-IVa-e-22
WC • EN2WC-IVb-1.2
Webbing

QUARTER 4 WEEK 32

Group B: Seat Work Group B: Seat Work
• Fluency, phonics, and vocabulary activities • Level 2: Pupils complete the activity in the
with story from the “We Can Do It” activity “We Can Do It” activity on p.169 and the “I
on p.169 and the “I Can Do It” activity Can Do It” activity on pp.169-170 in the LM
on pp.169-170 in the LM
• Homework: Look for things in your home
• Homework: Ask pupils to look for things in that have a short a or e. Write them down in
their home that have a short a or e sound. your notebook.
Write them down in their notebook.
2. Group Work: Guided Reading and Seat Work 2. Group Work: Guided Reading and Seat Work
Group B: During Reading Activities Group B: During Reading Activities
PY
(with the teacher) (with the teacher)
• Teacher does a picture walk, points out high • Pupils do a picture walk, identify high
frequency words, listens to pupils as they frequency words, read the text then echo
read, and leads pupils through echo reading
O read the Leveled Reader
Group A: Seat Work Group A: Seat Work

C
• Fluency, phonics, and vocabulary activities • Level 2: Pupils read the story and complete
with story from the LM pp. 136-138 (omit the activities from the LM pp. 136-138 (omit
D
“Let’s Recall” on p. 136) “Let’s Recall” on p. 136)

E
3. Model Writing Activity: Webbing 3. Model Writing Activity: Webbing

EP
• Teacher models the writing activity • Pupils listen to the teacher as he or she
models the writing activity, Webbing
4. Guided Reading/Seat Work
4. Guided Reading/Seat Work
D
(with the teacher) Group A: During Reading Activities
read, and leads pupils through echo reading read the Leveled Reader
Groups B: Seat Work Groups B: Seat Work
• Writing Activity: Webbing • Writing Activity: Webbing
5. Concluding the Session 5. Concluding the Session
• Teacher gives homework • Pupils talk to their family members about the
webbing activity


OL • EN2OL-IVa-b-3.3 • Leveled Reader: Do Your Chores
• Sight Words
RC • EN2RC-IVa-2.2 • Read a Leveled Reader
reading
F • EN2F-IVa-d-4
Read phrases, sentences,
and stories consisting of short a
words, and some sight words with
appropriate speed, accuracy,
and proper expression
5 PWR • EN2PWR-IVa-c-2.9
Match pictures of words with
short a sounds
• EN2PWR-IVa-c-1
PY
Read words with short a sounds
in CVC pattern (cat, man, bag)
V • EN2V-IVa-e-22
O
C
WC • EN2WC-IVb-1.2
Webbing
D

E
EP
D
QUARTER 4 WEEK 32

Assessment Focus: CVC Words with Short a Assessment Focus: CVC Words with Short a
and e and e
Group D: During Reading Activities Group D: During Reading Activities

read, and leads pupils through echo reading read the Leveled Reader
• Writing Activity: Webbing • Writing Activity: Webbing
PY
• Teacher invites pupils to share their web • Pupils share their web and what they have
and what they have learned about caring and learned about caring and respect
respect
O
4. Independent Reading
• Pupils choose something to read
C
• Teacher invites pupils to choose something to independently or in pairs
read independently or in pairs
D

E

EP
D
NOTES
DAY OBJECTIVES
• EN2A-IVa-e-1 Participate/engage in a read-along of texts (e.g. poetry,
1 repetitive text)
in dialogues
• EN2WC-IVa-c-1 Participate in generating ideas through pre-writing activities
• EN2PWR-IVa-c-1 Read words with short a sounds in CVC pattern

(cat, man, bag)
On-going Assessment
During Week 31, pupils listened to a story and during Week 32, they
will read a Leveled Reader. Although the competency below refers to
reading comprehension, it is just as important that pupils be able to
NOTE TO TEACHER
identify elements in a story that was read to them. During Week 31,
the teacher observes five pupils per day during English period and
PY
During Week 32, the
teacher will observe pupils assesses their Listening/Reading Comprehension using this table:
during reading in groups
1 2
and observe all pupils in the Identifying
O
course of the two-week Is not able to Is able to identify the
RC elements
period. identify the elements of a story
of a story
C
elements of a story
D
1 ROUTINE
E
EP
Pupils recite and do movements as a class.

NOTE TO TEACHER
D
Teacher should have poem b. Sharing Information

written on a chart.
Teacher brings out list of brainstormed words from Week 31,
Day 5. He or she asks pupils to pick a word that would describe
Ignacia, the cat. He or she picks 1–2 pupils (e.g., pupils whose
birthdays are in June). These pupils will share in front of the class.
2 WORDS WITH SHORT a AND e SOUNDS
Teacher plays a game with pupils. He or she writes the word bed on
the board and asks pupils what word they get if they change the letter
“e” to “a.” He or she continues this game by changing the first or last
letters making new words.
QUARTER 4 WEEK 32
NOTES
3 COMPOSING ACTIVITY:
WRITING AN ACROSTIC POEM
• Teacher tells pupils that they will write an acrostic poem to

describe Ignacia, the cat.
I is for__________
G is for__________
N is for__________
A is for__________
C is for__________
I is for__________
A is for__________
• Teacher refers pupils to the sheet of descriptive words from

the brainstorm activity. He or she writes Ignacia on the board
vertically and tells pupils to copy it. Together they pick words for
PY
each letter.
Differentiated Instruction:
O
Teacher assigns two levels of tasks: composing an acrostic poem and
drawing a picture of Ignacia, the cat:
C
Level 1: Pupils choose words from the list to put next to each
letter. Each word has to begin with that letter.
D
Level 2: Pupils write a longer poem, IGNACIA, THE CAT,

E
or they can write a short phrase for each letter.

Example: I is for imaginative.
EP
4 SIGHT WORDS: CAN, HE, MUST, SAY, SHE

D
• Teacher writes the words can, he, must, say, and she on the
board. Teacher points to each one and reads them with the pupils.
He or she then plays the game “Buzz.” He or she points randomly
(not in order) at each word, saying “buzz,” and the pupils have to
say the word he or she is pointing to. He or she goes faster and
faster.
• Teacher asks a pupil to volunteer to lead the game “Buzz.”
Teacher asks a few pupils to share the beginning of their acrostic

poem. Pupils offer suggestions for improvement, if needed.
NOTES
DAY OBJECTIVES
2
in dialogues

(e.g. poetry, repetitive text)*
• EN2SS-IVa-b-2 Arrange words alphabetically by the first letter (2-3-4)
• EN2PWR-IVa-c-1 Read short a words in CVC pattern (cat, man, bag)
• EN2V-IVa-e-22 Give the meaning of two-syllable words with short e and a

sounds
• EN2S-IVa-e-2 Spell words with short a and e sounds in CVC pattern

1
PY
ROUTINE O
C
“RESPECT.”
D
• Teacher asks pupils to divide spoken sentences from the poem

into individual words.
E
EP
b. Letter Sounds
NOTE TO TEACHER
Teacher holds up cards with simple CVC words with short vowel
Teacher should have flash sounds of /a/ and /e/. He or she asks pupils to read the words
D
cards ready silently, then tell their partner what the word is. He or she asks a
few pairs to share their answers.
c. Alphabetical Order
Teacher explains that they will pretend they are packing a box
with things in alphabetical order. Each pupil in turn contributes
something that begins with the next letter of the alphabet and adds
it to the list of things in the box. Pupils should use the letters
“M-Z.”
Teacher begins the game: I pack a map.

Pupil 1: I pack a map and a net.
All pupils: I pack a map and a net.
Pupil 2: I pack a map, a net, and an oar.
All pupils: I pack a map, a net, and an oar.
And so on!
QUARTER 4 WEEK 32
NOTES
2 GROUP WORK
Group 1: Composing Activity: Complete Acrostic Poems

Pupils take out their drawings and acrostic poems about Ignacia and
complete them.
Group 2: Short a and e

Short a and e words: Teacher assigns reading and exercises on pages
154-155 in the Learner’s Material (omit “Let’s Recall” on page 154).
• Teacher checks reading and exercises in the LM on pages 154-155
PY
NOTE
with the class.
Teacher should display
• Pupils share their acrostic poems in groups of four.
acrostic poems on the wall.
O
C
D
OBJECTIVES DAY
E

3
EP

D
• EN2G-IVa-b-4.2.1 Use personal pronouns (e.g. we, you, they) in dialogues
• EN2LC-IVa-b-2.4 Use an understanding of characters, incidents, and

settings to make predictions
• Talk about texts identifying major points and key themes*
• EN2F-IVa-d-4 Read phrases, sentences, and stories consisting of words with

short a sounds, and some sight words with appropriate speed, accuracy, and
proper expression
• EN2PWR-IVa-c-2.9 Match pictures with words with short a and e sounds

NOTES
1 ROUTINE
NOTE TO TEACHER
Pupils recite and divide sentences into words.
There are two levels of
Leveled Readers used for
different groups. The easier b. Alphabetical Order
text is identified with the
• Teacher writes five words from the Leveled Reader (easy text) on
single dot mark on the cover
the board:
of the book. The more
challenging text is identified
with two dot marks on the Max play chore goat river
cover of the book.
• He or she asks pairs to put these words in alphabetical order
orally. He or she asks a few pairs to share their answer. He or she
then writes the words in alphabetical order.
2
PY
LEVELED READER: DO YOUR CHORES
O
C
• Average and advanced groups read the more challenging text.
(This can be identified with the two dot marks on the cover of the
book.)
D
• Pupils with reading difficulties read the easy text. (This can be
E
identified with the single dot mark indicated on the cover of the
book.)
EP
a. Sharing Information and Activating Background

Information
D
• Teacher explains that when family members help around the

house, what they do are called chores. He or she asks pupils if
they help around the house. What chores do they do? Teacher asks
pupils to discuss in pairs. Then, he or she picks 1–2 names from
a box or a bowl. These pupils will share in front of the class.
My chores are __________________.
b. Making Predictions
• Teacher distributes the Leveled Reader, Do Your Chores, and asks
pupils to look at the cover. Teacher asks pupils to describe what
they see in the picture. He or she picks a few pairs to answer the
questions.
QUARTER 4 WEEK 32
• Teacher asks pupils to read the title. Then, he or she asks pupils to NOTES
discuss in pairs what they think the book will be about. He or she
picks a few pairs to answer the questions.
• Teacher asks what the title is and confirms that the title of the
story is Do Your Chores. Teacher asks pupils to look at the pictures
and read the book in pairs.
• Teacher goes around and listens as pupils read. Before beginning

to work with Group A, teacher-led small group of the day, he or
she explains the work of Group B (see below under Group Work:
Group B). Teacher appoints a group leader for the week and
explains that it is the leader’s responsbility to make sure that his or
her group is staying on task.
3 GROUP WORK: GUIDED READING
PY
• Group A with Teacher (less challenging text): Teacher leads
Group A pupils through each page of the book, asking them to
O
describe the picture: What is Max doing? Then he or she asks them
to read the page to themselves. He or she listens to the pupils read
C
and prompts the ones who are having difficulty.
• After reading, he or she asks what the story is about. What is Max
D
doing? What does his mother ask him to do? As a group, they complete a
story map identifying the key elements of the story:
E
EP
D
• Finally, the teacher may ask the pupils if they they like the story
and ask them to provide a reason why they did or did not like it.
Teacher may also ask: Do you think Max is respectful? Why? Why not?
NOTES • Teacher asks which words the pupils do not understand and he or
NOTE TO TEACHER she explains them.
If pupils finish their work • Then he or she asks: What are some of the words that are the same on
early, have them read every page? He or she tells them that these words make the book
different texts in pairs to easier to read. Then he or she reads the book and lets them follow
increase their fluency: with their finger. Teacher reads the book page by page and lets the
• The Leveled Reader, pupils echo read each page.
Do Your Chores • Groups B, C, D: Teacher asks pupils to complete the activities,
• The poem “RESPECT” “We Can Do It,”(LM on p.169) and “I Can Do It,”(LM on pp.
169-170) after they read the story with their partner. They do this
• Any other text previously while teacher works with Group A.
studied
They read the text faster

and faster, one reads
while the other counts or

• Teacher tells pupils that tomorrow they will switch groups.
watches the clock and they
PY
try to read it faster each
time they try.
DAY
OOBJECTIVES
C
4
in dialogues
• EN2WC-IVb-1.2 Webbing
D
• EN2LC-IVa-b-2.4 Use an understanding of characters, incidents,

and settings to make predictions
E
• EN2OL-IVa-b-3.3 Talk about texts identifying major points and key themes*
EP
• EN2F-IVa-4 Read phrases, sentences, and stories consisting of short a

D
words, and some sight words with appropriate speed, accuracy, and proper
expression
• EN2PWR-IVa-2.9 Match pictures with words with the short a sound

1 ROUTINE
• Teacher asks pupils to share the information about what they did
at home yesterday. Then, he or she picks 1–2 pupils (pupils whose
last name begins with the letter “A”). These pupils will share in
front.
QUARTER 4 WEEK 32
NOTES
GROUP WORK: GUIDED READING
2 (LEVELED READER: DO YOUR CHORES)
AND SEAT WORK
• Group B with Teacher (more challenging book): Teacher leads

Group B pupils through each page of the book, asking them to
describe the picture: What is Max doing? Then, he or she asks them
doing? What does his mother ask him to do? As a group, they complete
a story map identifying the key elements of the story.of the class.
PY
O
C
E D
NOTE
EP
If pupils finish their work

• Finally, the teacher may ask the pupils if they like this story and early, have them read
different texts in pairs to
D
provide a reason why they did or did not like it. Teacher may also
ask: Do you think Max is respectful? Why? Why not? increase their fluency:
• Teacher asks which words the pupils do not understand and he or • The Leveled Reader,
she explains them. Do Your Chores
• Then he or she asks: What are some of the words that are the same on • The poem “RESPECT”
every page? He or she tells them that these words make the book • Any other text previously
easier to read. Then he or she reads the book and lets them follow studied
with their finger. Teacher reads the book page by page and lets the
pupils echo read each page. They read the text faster
and faster, one reads while
• Groups A: Teacher asks pupils to complete the activities, “We the other counts or watches
Can Do It,”(LM p.169) and “I Can Do It,”(LM pp. 169-170) the clock and they try to
after they read the story with their partner. They do this while read it faster each time they
the teacher works with Group B. try.
NOTES
3 COMPOSING ACTIVITY: WEBBING
Teacher says: Today we are going to do some webbing based on our poem,
“RESPECT.” I have drawn a web about “Colors” on the board. You saw
this web in Grade 1 English. Can you think of other webs you have drawn
in the past? We use webs to help us see how words are related to one another.
NOTE TO TEACHER
• Teacher then explains the Colors Web.
The teacher should draw
pupils’ attention to the fact
that they have completed a
web like this one before,
in Grade 1.
PY
O
C
Teacher says: I have drawn another web on the board with the word
RESPECT in the center. Help me choose words that best describe how we
D
demonstrate respect to people, plants, places, and animals. Teacher should

put RESPECT in the middle and then have circles around that
E
are labeled: people, plants, places, and animals. Words related

EP
to respect and each of the four topics should be drawn off the
four topics.
D
QUARTER 4 WEEK 32
NOTES
4
NOTE TO TEACHER
(LEVELED READER: DO YOUR CHORES)
AND SEAT WORK The teacher should draw
pupils’ attention to the fact
that they have completed a
• Group A with Teacher (less challenging text): Teacher reviews
web like this one before in
the book with Group A, asking them to describe the picture:
Grade 1.
What is Max doing? Then he or she asks them to read the page to
themselves. He or she listens to the pupils read and prompts the
ones who are having difficulty.
doing? What does his mother ask him to do? As a group, they review/
complete a story map identifying the key elements of the story.
PY
O
NOTE TO TEACHER
C
early, have them read
D
increase their fluency:

E
• The Leveled Reader,

Do Your Chores
EP
• Finally, the teacher may ask the pupils if they you like this story
and provide a reason why they did or did not like it. Teacher may • The poem “RESPECT“
also ask, Do you think Max is respectful? Why? Why not? • Any other text previously
D
• Teacher asks which words the pupils do not understand and he or studied
she explains them. They read the text faster and
• Then he or she asks: What are some of the words that are the same on faster, one reads while the
every page? He or she tells them that these words make the book other counts or watches the
easier to read. Then, he or she reads the book and lets them follow clock and they try to read it
with their finger. Teacher reads the book page by page and lets the faster each time they try.
pupils echo read each page. They read it backwards.
(Example: day moving is
5 CONCLUDING THE SESSION today)
They read words randomly,

Teacher tells pupils that tomorrow they will continue to work on one points to words at
their webs. random and the other reads
them as fast as possible.
NOTES
DAY OBJECTIVES
5 in dialogues
• EN2LC-IVa-b-2.4 Use an understanding of characters, incidents, and

settings to make predictions
• EN2OL-IVa-b-3.3 Talk about texts identifying major points and key themes
• EN2WC-IVb-1.2 Draw a word web
1 ROUTINE
a. Assessment: Alphabetical Order
PY
Teacher writes five words on the board and asks pupils to copy
them in alphabetical order.
crayon
O milk trees where glad
NOTE TO TEACHER
C
b. Pronouns
Teacher can provide a quick
review of the anchor chart • Teacher says that they are going to talk about pronouns that refer
D
of the singular pronouns to more than one person.

used in Week 31.
• The teacher writes the Filipino pronouns and English equivalents
E
on the board in this anchor chart and explains each one.

EP

BRIDGING
D
Time should be spent

pointing out the similaries
between Filipino and
English regarding plural tayo we
personal pronouns.
There are comparable
words in both Filipino
and English, and they
mean the same thing.
kayo you
sila they
QUARTER 4 WEEK 32
• Teacher says they will play a game of “Point to” with some NOTES
pronouns (plural). He or she says a pronoun (not in order) and for
each pronoun pupils point:
to themselves and the seatmate if the teacher says: we
to another table if the teacher says: you
out of the window (to another classroom) if the teacher says: they
• Teacher can use “I Can Do It,” pp. 170-171 in the Learner’s

Material for assessment.
c. Short a Words
• Teacher collects pp. 169-170 of the LM from the group work on
Days 3 and 4.
PY
2 (LEVELED READER: DO YOUR CHORES)

AND SEAT WORK O
• Groups A: Pupils work on their web. They do this while the
teacher works with Group B.
C
• Group B with Teacher (more challenging text): Teacher leads
pupils in Group B through each page of the book, asking them to
D
describe the picture: What is Max doing? Then he or she asks them
E

EP
doing? What does his mother ask him to do? As a group, they review the
story map identifying the key elements of the story:
D
NOTES • Finally, the teacher may ask the pupils if they like this story and
ask them to provide a reason why they did or did not like it.
Teacher may also ask: Do you think Max is respectful? Why? Why not?
• Teacher asks which words the pupils do not understand and he or

she explains them.
• Then he or she asks: What are some of the words that are the same on
every page? He or she tells them that these words make the book
easier to read. Then he or she reads the book and lets them follow
with their finger. Teacher reads the book page by page and lets the
pupils echo read each page.
Teacher invites pupils to share their web and what they have learned
in English about respect.
PY
4 INDEPENDENT READING
O
Pupils choose something to read independently or in pairs.
C
E D
EP
D
QUARTER 4 WEEK 33
WEEK
33
TEACHER’S GUIDE
GRADE 2
PY ENGLISH
O
C
THEME: CONSERVING ENERGY

D
READ ALOUD STORY: PIPIT AND THE KAMAGONG TREE

E
EP
D

ENGLISH
Theme: Conserving Energy

Read Aloud Story: Pipit and the Kamagong Tree
(Author: Becky Santos-Gerodias; Illustrator: Korinne K. Banal)
• Poem or Song
OL • EN2OL-IVc-d-1.2 • Oral Language and Spelling Games
Participate in choral speaking and
echo reading of short poems,
rhymes, and stories with repeated
patterns and refrains in English
F • EN2F-IVa-d-4
PY
Read phrases, sentences and stories
consisting of short a words and
Daily some sight words with appropriate
speed, accuracy, and proper
O
expression
PA • EN2PA-IVc-d-6.2
C
Produce speech sounds (sounds and
letter names)
D
S • EN2S-IVa-e-3
Spell words with short e and a and
E
i sounds
(Fast Track: Words with with short
EP
a and e vowel sounds and initial

consonant blends)
V • EN2V-llla-b-13.1 • Read Aloud Story: Pipit and the
D
Give the meaning of words used Kamagong Tree

Structures
demonstrations, and context clues
G • Use possessive pronouns • Demonstrative Pronouns
(his and hers)*
1 PWR • EN2PWR-IVg-h-16
Read words with short i sound in
CVC pattern (bit, six, kit)
S • EN2S-IVa-3
Spell words with short i sound in
CVC pattern (bit, six, kit)

QUARTER 4 WEEK 33

• Teacher asks questions allowing pupils to talk • Pupils talk about conserving energy
about conserving energy
b. Poem or Song
b. Poem or Song
• Pupils recite a poem or sing a song
• Teacher introduces a poem or song that
pupils will learn
PY
c. Fluency: Practice reading the poem “Energy is
Everywhere” and the Leveled Readers from
Week 32: Do Your Chores
c. Fluency: Practice reading the poem “Energy Is
O
d. Oral Language and Spelling Games
Everywhere” and the Leveled Readers from
Week 32: Do Your Chores • Pupils practice short vowel sounds by playing
C
a game
D
• Teacher introduces a game to practice short

vowel sounds
E
EP
D
2. Read Aloud Story: Pipit and the Kamagong Tree 2. Read Aloud Story: Pipit and the Kamagong Tree
• Teacher unlocks unfamiliar words and • Pupils listen to the teacher using words,
expressions phrases, or expressions that are unfamiliar
• Teacher models using new vocabulary and • Pupils talk about words, phrases, or
structures expressions that are unfamiliar
• Teacher introduces a game to practice new • Pupils play a game using words, phrases, or
vocabularies and structures expressions that are unfamiliar

LC • EN2LC-IVc-d-2.5 • Read Aloud Story: Pipit and the

Use an understanding of incidents, Kamagong Tree
characters, and settings to validate
predictions
• Answer Comprehension Questions
2
PY
O
C
E D
EP
D
LC • EN2LC-IVi-j-2.6 • Drawing a Map of the Places in

Retell and/or reenact events from the Read Aloud Story: Pipit and the
the story Kamagong Tree
LC • EN2LC-b-3.3
• Validate Predictions
Use an understanding of incidents,
3
characters, and settings to validate • Sequence of Events
predictions
RC • EN2RC-IVc-3.1.3
Give the sequence of three events
in stories read
QUARTER 4 WEEK 33

3. Reading and spelling activity with short i 3. Pupils complete reading and writing exercises
words in CVC pattern with word with short i sounds in CVC
pattern
• Teacher leads an activity with Short i words
• Homework: Practice spelling words
2. Read Aloud Story: Pipit and the Kamagong Tree 2. Read Aloud Story: Pipit and the Kamagong Tree
• Teachers questions about why trees are • Pupils share experiences related to the story.
important. Do you have a tree that is special They talk about the cover of the story, and
to you? make predictions
PY
• Teacher asks questions to elicit predictions • Pupils review words, phrases, or expressions
that are unfamiliar
expressions During Reading Activities
O
During Reading Activities • Pupils listen attentively to the story read
and make predictions based on characters,
C
• Teacher reads the story to the pupils and
incidents, and settings
pauses for pupils to predict possible ending
based on characters, incidents, and settings After Reading Activities
D
After Reading Activities • Pupils answer questions about the story

E
• Teacher asks questions about the story: who, 3. Concluding the Session
EP
what, where, and when

• Homework: Retell story to family members
D

Pipit and the Kamagong Tree Pipit and the Kamagong Tree
• Teacher shows pictures to help pupils retell • Pupils retell the Read Aloud story
the
3. Rereading of the Read Aloud Story:
3. Rereading of the Read Aloud Story: Pipit and the Kamagong Tree
Pipit and the Kamagong Tree

V Give the meaning of short i words*

PY • Spelling and Reading Words with
O
• EN2V-IVa-e-22 Short i sound
C
• Vocabulary Work with Words with
words with short a and e sounds
Short a and e Sounds
PWR • EN2PWR-IVg-h-2.8
D
Match pictures with short i words • Developing Fluency

F • EN2F-IVa-d-4 • Study Skills Related to Map Work
E

consisting of short a words and • Demonstrative Pronouns
EP
some sight words with appropriate

speed, accuracy, and proper
4 expression
D
SS • EN2SS-IVc-d-3
Interpret simple maps of unfamiliar
places, signs, and symbols
G • EN2G-IVc-d-4.2.3
Use demonstrative pronouns
(this/that)

QUARTER 4 WEEK 33

• Teacher asks pupils about their predictions • Pupils talk about the predictions they make
and tells them to watch and listen for clues in in Day 2
the characters, settings, and incidents
• Pupils participate actively during the
• Teacher rereads the story, pausing at rereading of the story
some parts to ask questions and check
• Pupils discuss clues to make predictions:
comprehension
characters, incidents, and setting
After Reading Activities
• Pupils discuss the story and its elements
incidents and setting in the story:
who, where, when, what is the problem, 4. Concluding the Session
what is the solution
• Homework: Retell the story in the correct
PY
4. Concluding the Session sequence to their family members
O
C
2. Spelling: Words with Short i Sound 2. Spelling: Words with Short i Sound
• Teacher leads an activity with short i sound • Pupils complete an activity with short i sound
D
on pp. 181-182 in the LM (“Let’s Aim”) on pp. 181-182 in the LM (“Let’s Aim”)
3. Demonstrative Pronouns 3. Demonstrative Pronouns

E
• Teacher instructs demonstrative pronouns • Pupils participate in discussion of

EP
and conducts a game with pronouns demonstrative pronouns

4. Words with Short i Sound 4. Words with Short i Sound
D
• Teacher lets pupils answer activity on • Pupils answer activity on Learner’s Material
Learner’s Material
5. Group Work
5. Group Work
a. Fluency: Pupils practice reading Leveled
a. Fluency: Practice reading Leveled Reader, Reader, Do Your Chores
Do Your Chores
b. Pupils complete tasks interpreting maps, signs,
b. Interpreting maps, signs, and symbols and symbols
• Teacher gives activity on matching word with • Pupils match the word to the picture
the correct picture

WC • EN2WC-IVa-c-1 • Read Aloud Story: Pipit and the
Participate in generating ideas Kamagong Tree
• Composing Activity: Drawing a map
• EN2WC-IVc-1.3
of the places in the Read Aloud
Drawing
story, Pipit and the Kamagong Tree
5
SS • EN2SS-IVc-d-3
Interpret simple maps of unfamiliar

PY
O
C
E D
EP
D
QUARTER 4 WEEK 33

(same as above under Daily Activities) – (same as above under Daily Activities) –
Assessment Focus: Spelling and Pronouns Assessment Focus: Spelling
2. Generating Ideas for Pre-writing 2. Generating Ideas for Pre-writing
• Teacher leads pupils into thinking about • Pupils think about their favorite scenes and
different scenes from the story write about them
• Teacher invites pupils to share their ideas in • Pupils share their ideas in groups of four and
groups of four talk about it
PY
O
C
E D
EP
D
NOTES
DAY OBJECTIVES
1 (e.g. poetry, repetitive text
• EN2OL-IVc-d-1.2 Participate in choral speaking and echo reading of short

poems, rhymes, and stories with repeated patterns and refrains in English
• EN2S-IVa-e-3 Spell words with a short i sound in CVC pattern
• EN2PWR-IVg-h-16 Read short i words in CVC pattern (bit, six, kit)
• Use possessive pronouns (yours, mine)*

On-going Assessment: During Weeks 33 and 34, pupils will

NOTE TO TEACHER
continue to practice their reading skills. During Week 33, the teacher
During Week 23, the observes five pupils per day during English period and assesses their
teacher will observe pupils fluency using this table:
PY
and observe all pupils in the 1 2
course of the two-week Reading with
Reads slowly and Is able to read
period. appropriate
without expression, studied texts with
O
F speed,
makes mistakes appropriate speed,
accuracy, and
and the reading is accuracy, and
C
expression
laborious expression
D
1 ROUTINE
E
EP
• Teacher explains that the weekly theme will be “Conserving

Energy.” In English, we will study the words we use to talk about how we
D
conserve energy and take care of nature.
• Teacher lets pupils talk about this in pairs: What did you do at home
last night? Then, he or she picks 1–2 names from the box or bowl.
These pupils will share in front of the class.
b. Poem: “Energy is Everywhere”

NOTE TO TEACHER
• Teacher introduces the poem,“Energy is Everywhere” that pupils
Teacher should write poem
can learn. He or she explains a few words and expressions such as:
on manila paper before class.
energy, conservation, future, reuse, reduce, good use.
QUARTER 4 WEEK 33
NOTES
“Energy is Everywhere”
Energy is everywhere,
In the sun, water, and the air.
But we must take action,
And practice conservation.
Don’t use too much water,

Save it for the future.
Don’t leave the television working,
Switch it off after viewing.
Turn off the light,
When you sleep at night.
Recycle, reuse, reduce,
Put things to good use.
Energy is everywhere,
In the sun, water, and the air.
PY
But we must take action,
And practice conservation. O
• Teacher explains that pupils will practice reading the poem with
proper expression.
C
c. Possessive Pronouns: Mine, Yours

D
Filipino English BRIDGING

E
Ko Mine Teachers can make

Mo Yours the point that Filipino
EP
and English both have

pronouns to show
Teacher says: Today we are going to talk about another kind of
ownership.
D
pronouns. Pronouns that show ownership. Let’s look at the anchor chart
on the board.
Teacher points out the Filipino words and the comparable English
words. Teacher and pupils read “Let’s Aim” on p. 180 and
“Remember This” on p. 181 in the Learner’s Material. The pupils
then do the “We Can Do It” activity in the LM on p. 181.
d. “On a Fast Track Game”

Teacher says: You have already learned to read words with the
short a and e sounds. We are going to play a game where we add
one letter to a word to make a new word—just by adding one letter at the
beginning, “s.”
NOTES • Teacher puts the words the following chart on the board and
points out the two columns, highlighting that in the second
column we are going to add “s” to the beginning of the word:
Add “s”
Word
(“s” + word)
cat
led
pan
lap
Teacher says: We can put an “s” in front of the word, cat and make
the word scat. Teacher writes scat in the second column of the
chart and then reads the word. Then the teacher has the pupils
read the words cat and scat with him or her.
• The teacher continues to model adding “s” to the beginning of the
PY
other three words and has pupils repeat after him or her.
Add “s”
O Word
(“s” + word)
cat scat
C
led sled
pan span
D
lap slap
E
Teacher says to end the lesson: We will play this game again other
EP
days this week.
2 READ ALOUD STORY:

D
PIPIT AND THE KAMAGONG TREE

NOTE TO TEACHER
a. Activating Background Knowledge:
Teachers should use their
judgment on which words Teacher says: We are going to be reading a book about a bird and
to formally teach in tree. Why are trees special to birds? The teacher may follow up with
Day 1 and words that another question: Do you have a tree that is special to you?
may be better taught in
the context of reading the
book. For example, the term
sharpest steel may better b. Unlocking Some Words and Expressions
be introduced when the
pupils see the ax in the book • Teacher explains the following words and expressions and asks
and the teacher simply says: questions.
This ax is very sharp. It is
made of the sharpest steel.
QUARTER 4 WEEK 33
(1) grove NOTES
Teacher says: When you go in a small forest or a small place where

there are trees we call this a grove. It is smaller than a forest. Have you
ever been to a grove? (Teacher should show the picture on
pp. 2–3 in the book as an example of a grove.)
BRIDGING
(2) exception, exceptionally
When explaining new
vocabulary, do not
Teacher says: When something is not the same as others we say it routinely translate
is an exception. For example, if all the fruits in a bowl are bananas “as the default.” Use
and one is a mango, the mango is an exception. Exceptionally pictures, actual objects,
means special. For example, my friend is an exceptionally good singer. That hand gestures, and
means he sings very well. Do you know someone who is exceptionally good movements as much as
at something? (Teacher may want to bring in a bowl of fruit as an possible.
example or use another example using real objects.)
(3) only one of a kind

NOTE TO TEACHER
Teacher says: If something is the only one like it, we say it is
PY
The same objects or
one of a kind. For example, if a chicken has five white chicks and
illustrations used in the
one black chick, we say the black chick is one of a kind.
previous vocabulary words,
(4) sharpest steel exceptionally should be used
O
to show only one of a
Teacher says: Steel is metal. Knives and axes are made of steel.
kind.
They need to be sharp to cut well. The sharpest steel means that the
C
knife or ax is very sharp and can cut almost anything. (Teacher may
want to bring an object that is made of steel.)
D
(5) wood carvers
E
Teacher says: People that make things out of wood, like statues and
bowls, are wood carvers. Do you have anything that is carved out of
EP
wood? What is it?
(6) lifeless remains
D
Teacher says: The trees have been cut down so all that is left are
these stumps that show no life—they don’t have leaves and are not able
to move in the wind—they show no life. They are lifeless remains.
(Teacher should point out the stumps on pp. 10–11.)
(7) unspoken
Teacher says: When you and I understand each other without

talking, we say we have an unspoken understanding. That means we
don’t need to talk or speak about it, it is unspoken.
(8) limbs
Teacher says: Your arms and legs are called limbs. Which part
of the tree do you think we call limbs as well? The branches. (Teacher
should point to the limbs on the tree on pp. 14–15.)
NOTES
3 SPELLING
• Teacher plays a game with pupils. After reviewing the sound of

WORDS WITH
short i, he or she writes words with the short i sound on the board
SHORT i SOUND
and asks pupils to change the first letter to make another word.
hit, sit, fit, sip, lip, dip, Example: pit = bit, fit, sit, hit.
him, rim, fin, sin
• He or she then asks pupils to change the last letter of the words
to form another word.
Example: pit=pin, bit=bin, fit=fin, sit=sin, hit=hip.
• Teacher asks pairs to practice spelling words with short i vowel

NOTE TO TEACHER
sounds. He or she gives them a list of words to practice after
Phonological Awareness reviewing their definitions:
Objective:
a. Teacher says two words. For example, hit and him.
EN1PA-IVc-d-6.2
Produce speech sounds b. Teacher uses the words in a short sentence. For example,
PY
She hit him.
Ask pupils to sound out the
words they are spelling and c. He or she stresses the short i sound. For example, hit is a word
reading. with the short i vowel sound and him also has the short i vowel
O
sound.
C
d. He or she asks pupils to cover the word.
e. The teacher tells pupils to spell the word orally and write the
D
word.
f. He or she has the pupils check to see if they wrote it correctly.

E
EP
• Teacher goes around and observes pupils.

D
Teacher tells pupils to ask a family member to help them practice

their spelling words.
QUARTER 4 WEEK 33
NOTES
OBJECTIVES DAY

2
• EN2LC-IVc-d-2.5 Use an understanding of incidents, characters, and

settings to validate predictions
1 ROUTINE
a. Poem: “Energy is Everywhere”

• Teacher asks pupils to think about the words in the poem,
“Energy is Everywhere,” and how they would read them with
appropriate intonation.
PY
• Fluency Practice: Teacher asks pupils to get into groups of
five and practice reading the poem or their Leveled Reader,
Do Your Chores, with correct intonation. Teacher observes five
O
pupils.
C
• Teacher lets pupils talk in pairs. Do you use too much water?
Do you leave the door open? Are the lights on at night? What can you do to
D
use less energy?

E
• He or she gives then an example: To save energy, I reuse containers I get

from the market. Then, he or she picks 5-10 names from a box or a
EP
bowl. These pupils share using the sentence frame:

D
To save energy, I ____________.
c. On a Fast Track Game

Teacher says: You have already learned to read words with the short a
and e sounds and yesterday we played a game where we added letters to a word
to make a new word—just by adding one letter at the beginning, s.
• Teacher puts the words the following chart on the board and
column we are going to add s to the beginning of the word:
NOTES
Add s
Word (s + word)
top
pin
lip
pot
• Teacher asks pupils to write down: the five words in their

notebooks and with their seatmate, add the s before each word.
Write the new word beside the original word. After minutes,
the teacher asks for volunteers to come up in pairs and complete
one line of the chart with the new word beginning with s.
• As an entire class, all pupils read the words. The teacher should
BRIDGING make note of pupils who have not yet understood the concept.
Ask pupils for the name These are pupils to focus on the next time this activity
of the author and the is conducted in class.
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illustrator.
Add s
Word
(s + word)
top stop
O
pin spin
lip slip
C
pot spot
D
2 READ ALOUD STORY:

E
EP
D
• Teacher shows the cover of the Read Aloud Story, Pipit and the
Kamagong Tree, and asks a pupil to read the title. He or she then
asks pupils to describe what they see on the cover. He or she asks
pupils what they think the story, Pipit and the Kamagong Tree, might
be about.
Then, he or she asks pairs to discuss: What do you see on the cover?
What do you think will happen in this story titled Pipit and the Kamagong
Tree with this bird on the cover? He or she asks a few pairs to share
their answer.
• Teacher opens the Read Aloud Story, Pipit and the Kamagong Tree,
and shows the illustrations on pages 5 and 6 and asks pupils to
describe what they see. He or she asks pairs to discuss: What do you
see on the ground? What do you think will happen? Why do you think so?
He or she asks a few pairs to share their answer.
QUARTER 4 WEEK 33
DURING READING ACTIVITIES NOTES
• Teacher reads the Read Aloud Story, Pipit and the Kamagong Tree,
to the pupils. Before reading page 21, he or she asks pupils:
What do you think is Pipit’s plan? Then, he or she asks pupils to
discuss in pairs. He or she asks a few pairs to share.
• Teacher goes back to certain pages and checks for understanding:
Where did the story take place? Can you describe the Kamagong tree?
Who came along and woke up the tree?
Who first noticed the Kamagong trees and cut down the trees?
What did Pipit discover in the city?
What was Pipit’s plan?
What happens in the end?
• How did your predictions match what happened in the story?
PY
b. Elements of The Story: Main Character
Teacher says: The main character in this story is Pipit. I have written
O
three words on the board: brave, smart, lazy. Teacher should have
drawn a simple chart on the board. Teacher should ask pupils
for definitions of each word and if they are not sure, supply the
C
meaning of the word.
Teacher says: With your seatmate, decide if you think Pipit is brave.
D
If you think Pipit is brave, think of a reason why you think so.
Teacher gives pupils two minutes to discuss in pairs and then
E
asks for a show of hands of how many pupils think Pipit is brave
EP
and fills in the chart with the number of pupils who think Pipit
is brave and how many think Pipit is not. After the chart is filled
out for brave, continue for smart, and lazy.
D
• After the chart is completed, ask for volunteers to provide a

rationale for their response (e.g., Why they think Pipit is smart.)
Pipit
Yes No
brave
smart
lazy
Teacher tells pupils to tell their family members about the

Read Aloud story, Pipit and the Kamagong Tree.
NOTES
DAY OBJECTIVES
3
repetitive text)


• EN2RC-IVc-3.1.3 Give the sequence of three events in stories read
• Use possessive pronouns (mine, yours)*

*Basa-added objective
1 ROUTINE
PY
• Teacher lets pupils talk in pairs. Do you like the Read Aloud story,
BRIDGING Pipit and the Kamagong Tree? Why? Why not? He or she gives them a
O
sentence frame to complete.
When pupils are showing
information, let them use
C
I like the story because _____.
I don’t like the story because _____________.
in Mother Tongue or
D
Filipino or let them show

you with gestures and • Then, he or she picks 1–2 pupils—pupils who have more than one
E
movements, then model sister in their family. These pupils share in front of the class.
how to say the words in
EP
Teacher asks: How does Pipit help the Kamagong tree? Do you think
English.
planting trees is a good idea? Why?
D

• Fluency practice: Teacher asks pupils to get into groups of five and
practice reading the poem or their Leveled Reader, Do Your Chores,
with intonation. Teacher observes five pupils.
c. Possessive Pronouns: Mine, Yours

• Teacher conducts a game asking pupils to point to the book that
is mine and the book that is yours. Then, the pupils should point to
the backpack that is mine and the backpack that is yours, etc.
• Then, he or she puts pupils in pairs and they play the same game,
each taking turn telling their partner to point to the (pencil) that is
mine… or yours….
QUARTER 4 WEEK 33
NOTES
2 RETELLING OF READ ALOUD STORY:

Teacher shows the pictures of the Read Aloud Story, Pipit and the
Kamagong Tree, one by one, and calls on pupils to say what happened.
As they retell the story, the pupils act out the events.
3 READ ALOUD STORY:

• Teacher shows the cover of the book and asks pupils to discuss
in pairs the following questions. He or she picks a few pairs to
answer the question: Do you think Mang Tasyo was conserving nature?
Why do you think so? He or she picks a few pairs to answer the
PY
question.
• Teacher tells pupils he or she will read the story again. He or she
tells them to listen for and watch for clues that help them make
O
predictions. For example: What are the clues that the trees have been cut
down in the grove? What are the clues that Pipit has found a way to plant
C
more trees?
D

E

EP
• Teacher explains that they will discuss major points and pause
D
discuss and picks different pairs to share their answers:
Where did the story take place? Can you describe the Kamagong
tree?
Who came along and woke up the tree?
What did Pipit see in the grove?
Why did people call the Kamagong tree “iron wood”?
What did the Kamagong tree say about the trees that were in the
grove before?
Who first noticed the Kamagong trees and cut the trees down?
Who did Mang Tasyo sell the wood to?
What do you think the wood carvers made with the wood?
Did Pipit and the Kamagong tree get along? What makes you say
this?
Why did Pipit have to move far away?
What did Pipit discover in the city?
What was Pipit’s plan?
NOTES AFTER READING ACTIVITIES
• Teacher lets pupils talk in pairs. What happens at the end?

He or she gives them a sentence frame to complete.
At the end, Pipit ________________.
• The teacher picks a few pairs to answer the questions.

Then, he or she continues the discussion: Was Mang Tasyo thinking
of the future when he cut down the Kamagong trees?
• He or she gives them a sentence frame to complete.
Mang Tasyo did not think of the future because he ________.
• He or she picks a few pairs to answer the questions. Then, he or

she continues the discussion: What does Pipit realize when he sees the
children throwing stones at the fruit? He or she gives them a sentence
PY
frames with to complete.
Pipit realizes that he can ______________.

O
• He or she picks a few pairs to answer the questions. Then, he or
she continues the discussion: Do you think Pipit is doing the right thing?
C
Why do you think that? He or she gives them a sentence frame to
complete.
D
Pipit is/is not doing the right thing because_________.

E
• He or she picks a few pairs to answer the questions.

EP
Elements of Story and Sequence of Events

D
Teacher says: Today, we

are going to talk more about
the events in Pipit and the
Kamagong Tree. I have a
story map that will help list
what happened in the story.
We are going to put them into
the correct order or sequence.
Teacher should have the
following chart prepared
on manila paper.
Teacher then asks:

What should people do when
they cut a tree to make sure
there are trees left for the future?
QUARTER 4 WEEK 33
NOTES
• Teacher tells pupils to retell the story in the correct sequence to

their family members.
He or she tells pupils to play the game “Point To” mine and yours
with a family member.
OBJECTIVES DAY
4
repetitive text)

PY
• EN2S-IVa-e-3 Spell words Short i sound in CVC pattern
• EN2V-IVa-e-21 Give the meaning of Short i words

O
• EN2F-IVa-d-4 Read phrases, sentences, and stories consisting of short a
words and some sight words with appropriate speed, accuracy, and proper
C
expression
• EN2V-IVa-e-22 Give the meaning of two-syllable words with Short e and a

D
sounds
E
• EN2SS-IVc-d-3 Interpret simple maps of unfamiliar places, signs, and

symbols
EP
• EN2G-IVc-d-4.2.3 Use demonstrative pronouns (this/that)

D
1 ROUTINE
• Teacher lets pupils talk in pairs. What did the grove look like at the
beginning of the story? What did the grove look like at the end of the story?
Who helped make it better? How?
• He or she picks 1-2 pupils (pupils who ate chicken for dinner last
night). These pupils share in front of the class.

Fluency practice: Teacher asks pupils to get into groups of five

and practice reading the poem or their Leveled Reader, Do Your
NOTES Chores, with intonation. Teacher observes five pupils.
c. On a Fast Track Game

Teacher says: We played a game where we added letters to a word to
make a new word—just by adding one letter at the beginning earlier in the
week. Now, we are going to play the same game, only we are going to add the
letter b to the beginning of the word.
• Teacher puts the words the following chart on the board and
column we are going to add b to the beginning of the word:
Add b
Word
(b + word)
rat
led
ran
rag
PY
• Teacher reads each of the four words in column one and quickly
defines the words. He or she asks the pupils to write down the five
O
words in their notebooks and with their seatmate, add the b before
each word. Write the new word beside the original word. After
C
five minutes, the teacher asks for volunteers to come up in pairs
and complete one line of the chart with the new word beginning
with b.
D
As an entire class, all pupils read the words. The teacher should
E
make note of pupils who still do not understand the concept.

These are pupils to focus on the next time this activity is
EP
conducted in class.
Add b
Word
D
(b + word)
rat brat
led bled
ran bran
rag Brag
2 SPELLING
WORDS WITH • Teacher asks pairs to practice spelling words with Short i vowel
SHORT i SOUND sounds. He or she gives them a list of words to practice after
reviewing their definitions:
hit, sit, fit, sip, lip, dip,
him, rim, fin, sin 1. Teacher says the word. For example, sip.
2. Teacher uses the word in a short sentence. For example, Maria can
sip the water.
QUARTER 4 WEEK 33
3. He or she stresses the Short i sound. For example, Sip is a word NOTES
with the Short i vowel sound. It has the same vowel sound as him and
hit—they all have the Short i vowel sound.
BRIDGING
4. He or she asks pupils to cover the word.
5. The teacher tells pupils to spell the word orally and write the word. Teachers can make the
6. He or she has the pupils check to see if they wrote it correctly point that the Filipino
and English both have
• Teacher goes around and observes pupils. pronouns that help point
out a person, place, or
thing that is close by or
3 DEMONSTRATIVE PRONOUNS: THIS, THAT farther away.
The difference between
Filipino English languages is that in
ito this Filipino there are two
iyon, iyan that words for that. Iyon for an
object that is far from the
Teacher says: Today we are going to talk about another kind of speaker and the person
pronouns. Pronouns that help point out a person, place, or thing , this is close
PY
whom he is speaking. Iyan
by or farther away. Let’s look at the anchor chart on the board. is used when the object
• Teacher points out the Filipino words and the comparable is close to the person
to whom the speaker is
English words. Teacher and pupils read “Let’s Aim” on p. 233
O
and “Remember This” on p. 233 in the LM. The pupils then speaking.
do the “We Can Do It” activity on p.234 in the LM p. 234.
C
• Teacher conducts a game asking pupils to point to this book, that NOTE
door, etc. Then he or she puts pupils in pairs and they play the
D
same game each taking turn telling their partner to point to this… Phonological Awareness
or that …. Objective:
E
EN1PA-IVc-d-6.2
4
EP
Produce speech sounds

WORDS WITH THE SHORT i SOUND
words they are spelling and
• Teacher and pupils should complete the activity,“Let’s Aim,” on reading
D
pp. 181-182 in the LM.
5 GROUP WORK
Interpreting Maps, Signs and Symbols

Teacher puts pupils in groups of four. He or she distributes
LM pp. 353-354 sections “Get Set,” “Let’s Aim,” and “Remember
This.” Teacher explains the tasks.
Group A: Reading the Leveled Reader: Do Your Chores

• Pupils read the Leveled Reader, Do Your Chores, in pairs to increase
their fluency.
• They read it with appropriate intonation and smoothness while
NOTES trying to increase their speed: one reads while the other counts
or watches the clock and they try to read it faster with correct
intonation.
Group B: Teacher works with this group to complete the LM on

pp. 353-354.Teacher then encourages the pupils to draw a map of
their trip to school in the morning. After 15 minutes, switch groups:
Group B: Reading the Leveled Reader: Do Your Chores

Pupils read the Leveled Reader, Do Your Chores, in pairs to increase
their fluency. They read it with appropriate intonation and
smoothness while trying to increase their speed: one reads while the
other counts or watches the clock and they try to read it faster with
correct intonation.
Groups A: Teacher works with this group to complete the LM pp.

353-354.
PY
O
Meaning of Two-Syllable Words with Short a and e Sounds
Teacher writes five words on the board and also displays five picture
C
cards labeled A-E.
magnet, basket, racket, packet, bagnet

D
Teacher says: Please work with your seatmates and match the words on
E
the board with the correct picture. After 10 minutes, ask for volunteers
EP
to share their matches to the class. Discuss each word and its
meaning.
D
QUARTER 4 WEEK 33
NOTES
OBJECTIVES DAY
5
repetitive text)
• EN2S-IVa-3 Spell words with Short i sound in CVC pattern
• EN2WC-IVa-c-1 Participate in generating ideas through prewriting activities
• EN2WC-IVc-1.3 Drawing
• EN2SS-IVc-d-3 Interpret simple maps of unfamiliar places, signs, and

symbols
1 ROUTINE
NOTE
a. Spelling
The poster will be used later
PY
Teacher gives a spelling test on words with the Short i vowel in the lesson.
sound from the list given on Days 1 and 4.
b. Pronouns: This, That

O
• Teacher conducts a game asking students to point to this pencil,
C
that pencil, etc.
Then he or she puts students in pairs and they play the same game
D
each taking turn telling their partner to point to this… or that ….
• Teacher assigns “We Can Do It” on pp. 236-237 in the LM

E
to assess pupils’ understanding of demonstrative pronouns.

EP
c. Maps, Signs, and Symbols

D
Teacher and class check LM pp 353-354 together.
d. Retelling of Read Aloud Story:

Teacher shows the pictures of the Read Aloud story, Pipit and the NOTE
Kamagong Tree, one by one, and calls on pupils to say what happens.
As they retell the Read Aloud story, the pupils describe what the For every event that pupils
place looks like and the teacher records the events on manila mention, open the book to
paper. the corresponding page. Ask
the pupils: If I were a bird
Examples: flying over this place, what
a. What happened at the beginning? Where did this happen? would I see?
What did it look like?
b. What happened next? Where did this happen? What did it look
like?
NOTES c. What happened next? Where did this happen? What did it look
like?
d. What happened in the end? Where did this happen? What did it
look like?
e. Sharing Information
• Teacher lets pupils talk in pairs. He or she explains the terms
energy. He or she asks pupils where energy comes from. (sun,
water, air, wood, petrol, etc.). What do we use electricity and heat for?
• Then, he or she picks 1-2 pupils (pupils who have a birthday in

October). These pupils share in front of the class.
• Teacher explains the term conservation and how important it

is to conserve energy. What did Pipit do to make sure there was
enough wood for everyone?
• Then, he or she picks 1-2 pupils (pupils who have a birthday in
PY
September). These pupils share in front of the class.
2
O
GENERATING IDEAS FOR PREWRITING
C
• Teacher asks the pupils to take out their notebooks.
He or she reviews the chart that was created in Activity D
(described above). With their seatmate, they should talk and record
D
in their notebooks:
E
a. The name of three events from the story.

EP
b. Sketches of what the places look like where these events took
place.
• At the end of the lesson remind pupils to put their notebooks in a

D
safe place as they will need them in other lessons.
Teacher tells pupils to ask their family members one thing that
people can do to conserve energy.
QUARTER 4 WEEK 34
WEEK
34
TEACHER’S GUIDE
GRADE 2
PY ENGLISH
O
C
THEME: CONSERVING ENERGY

D
READ ALOUD STORY: PIPIT AND THE KAMAGONG TREE

E
LEVELED READER: MAKING A FIRE

EP
D

ENGLISH
Theme: Conserving Energy

Read Aloud Story: Pipit and the Kamagong Tree
Leveled Reader: Making a Fire (Author: Becky Santos- Gerodias; Illustrator: Korinne K. Banal)
Participate/engage in a read-along
• Poem or Song
of readers (e.g. poetry, repetitive
reader) • Oral Language/Grammar, Games
OL • EN2OL-IVc-d-1.2
Participate in choral speaking and
echo reading of short poems,
rhymes, and stories with repeated
patterns and refrains in English
PY
Daily G • EN2G-IVc-d-4.2.3
Use possessive pronouns
(his and hers)* O
C
E D
SS • EN2SS-IVc-d-3 • Read Aloud Story: Pipit and the

Interpret simple maps of unfamiliar Kamagong Tree
EP

• Mapping Activites
S • EN2S-IVa-3
Spell words with Short e, a, and i • Words with Short Vowels a, e, i
D
sound in CVC pattern (see PWR)

QUARTER 4 WEEK 34

• Teacher asks questions allowing pupils to talk • Pupils talk about conserving energy
about conserving energy
b. Poem or Song
b. Poem or Song
• Fluency: Pupils practice reading the poem
or the Leveled Readers from Week 32:
PY
• Fluency: Practice reading the poem “Energy Do Your Chores
Is Everywhere” or the Leveled Reader from
c. Grammar/Phonics Games and Activities
Week 32: Do our Chores
O
c. Grammar/Spelling Games and Activities
with vowel sounds by playing games
C
• Teacher conducts games to practice rhymes
with words with vowel sounds
activities
D
• Teacher introduces activities to develop

vocabulary
E
EP
2. Composing Activity: Maps 2. Composing Activity: Maps
• Teacher conducts activities on how to draw • Pupils complete activities on how to draw
D
a map in the LM on pp. 357-358 a map in the LM on pp. 357-358
3. Words with Short a, e, i Vowels 3. Words with Short a, e, i Vowels
• Teacher introduces a game to practice • Pupils practice reading words by playing

spelling short a, e, i vowels a game
4. Sight Words 4. Sight Words
• Teacher discusses sight words and starts • Pupils read sight words and participate in the
a game to reinforce the lesson game
• Teacher and class discuss drawing a map of • Pupils discuss drawing a map of the Read
the Read Aloud Story, Pipit and the Kamagong Aloud Story, Pipit and the Kamagong Tree
Tree

WC • EN2WC-IVd-g-1.6 • Read Aloud Story: Pipit and the
Express idea through illustrations or Kamagong Tree
storyboard
• Drawing a Map
• Words with Short Vowels a, e, i

PWR • EN2PWR-IVd-13
Differentiate and read correctly
words with Short e, a, and i
(pan- pen-pin, man-men, tan-ten-tin
etc.)
2 V • Give the meaning of words with
Short e, a, and i*
• Give the meaning of two-syllable
words with Short e, a, and i
sounds*
PY
(his and hers)*
O
LC • EN2LC-IVc-d-2.5 • Leveled Reader: Making a Fire
C
Structures
predictions
D
RC • EN2RC-IVd-2.8 • Read a Leveled Reader

Infer/ predict outcomes
E
• Short e, a, and i vowel Words

WC • EN2WC-IVd-g-1.6
EP
Express idea through illustrations or • Group A: Read Leveled Reader

storyboard
• Group B: Fluency and Spelling
S • EN2S-IVa-e-3
practice; Storyboard
Spell words with Short e, a, and i
D
3 sound in CVC pattern

QUARTER 4 WEEK 34

Retelling the Story Retelling the Story
• Teacher walks class through a retelling of the • Pupils retell the Read Aloud Story,
Read Aloud Story, Pipit and the Kamagong Tree Pipit and the Kamagong Tree
by showing pictures
• Group work
• Group work
2. Composing Activity: Drawing a Storyboard
2. Composing Activity: Drawing a Storyboard
• Pupils draw a map of the Read Aloud Story,
• Teacher leads pupils to draw a map of the Pipit and the Kamagong Tree
Read Aloud Story, Pipit and the Kamagong Tree
3. Words with Short e, a, and i Vowels
3. Words with Short e, a, and i vowels wounds
• Pupils practice short vowel sounds by playing
• Teacher conducts game games
PY
• Teacher invites pupils to share their maps in • Pupils show their works to each other in
groups of four groups of four and talk about them
O
C
2. Leveled Reader: Making a Fire 2. Leveled Reader: Making a Fire

D

E
expressions
EP

• Teacher asks questions to stimulate pupils’ They talk about the cover of the story and set
interest about the story and to identify a purpose for reading
D
Reading in Pairs
Reading in Pairs
• Teacher goes around as groups read the story
3. Group Work: Guided Reading and Seat Work
in pairs
Group A: During Reading Activities (with the
teacher)
• Pupils do a picture walk, identify high
teacher)
frequency words, read the text, then echo
• Teacher does a picture walk, points out high read the Leveled Reader

S

• Sight Words
predictions • Read a Leveled Reader
RC • EN2RC-IVd-2.8
• Composing: Storyboard
WC • EN2WC-IVd-g-1.6 • Groups B and A: Read Leveled
Express idea through illustrations or Reader
storyboard
• Groups Aand B: Fluency and
PY
S • EN2S-IVa-e-3
Spelling Practice; Storyboard
Spell words with Short e, a, and i
sound in CVC pattern (see PWR) O
C
4
E D
EP
D

QUARTER 4 WEEK 34

Group B: Seat work Group B: Seat Work
• Fluency, spelling, and finish storyboard from • Fluency, spelling, and finish storyboard from
Day 2 Day 2
• Teacher gives instruction for the next day • Pupils in Group B finish their maps
Group B: During Reading Activities Group B: During Reading Activities

frequency words, listens to pupils as they frequency words, read the Leveled Reader,
read and leads pupils through echo reading then echo read the Leveled Reader
PY
• Fluency, spelling, story board • Pupils practice their spelling and fluency and
O
finish their story board
3. Instruction: Story Board of the Leveled
Reader, Making a Fire 3. Instruction: Story Board of the Leveled
C
Reader, Making a Fire
• Teacher models making a storyboard
• Pupils listen to teacher as he or she models
D

writing activity: Storyboard
Group A: During reading activities
E

(with the teacher)
EP
Group A: During reading activities

• Teacher does a picture walk, points out high
(with the teacher)
read and leads pupils through echo reading • Pupils do a picture walk, identify high
D
frequency words, read the Leveled Reader,

Group B: Seat Work
then echo read the Leveled Reader
• Writing activity: Storyboard
Group B: Seat Work
• Pupils begin their storyboard of the Leveled
• Sharing Storyboards of Read Aloud Story, Reader, Making a Fire
• Share storyboard of Read Aloud Story,


• Sight Words
predictions • Group B: Read Leveled Reader
RC • EN2RC-IVd-2.8
• Group A: Fluency and Spelling
Practice; Storyboard
Express idea through illustrations or
storyboard
PY
(his and hers)*
O
C
D

E

EP
D
QUARTER 4 WEEK 34

(refer to the Daily Activities) – Assessment (refer to the Daily Activities) – Assessment
focus: Possessive Pronouns (his/hers) focus: Possessive Pronouns (his/hers)
Group D: During reading activities Group D: During reading activities

frequency words, listens to pupils as they frequency words, read the Leveled Reader,
read and leads pupils through echo reading then echo read the Leveled Reader
Groups A, B, and C: Seat Work Groups A, B, and C: Seat work
• Writing activity: Storyboard • Pupils begin their storyboard of the Leveled

Reader, Making a Fire
3. Concluding Session:
3. Concluding Session:
PY
• Teacher invites pupils to share their
Storyboards and what they have learned • Pupils share their Storyboards and what they
about conserving energy have learned about caring and respect
O
4. Independent Reading 4. Independent Reading
• Teacher invites pupils to choose something to • Pupils choose something to read

C
read independently or in pairs. independently or in pairs
D

E
EP
D
NOTES
DAY OBJECTIVES
1
repetitive text)

• EN2G-IVc-d-4.2.3 Use possessive pronouns (his, hers)
• EN2S-IVa-e-3 Spell words with Short e, a, and i sound in CVC pattern

On-going Assessment: During Weeks 33 and 34, pupils continue

to practice their reading skills. During Week 33, the teacher observed
five pupils per day during English period and assessed their Fluency
using this table:
NOTE 1 2
PY
During Week 34, the Reads slowly and Is able to read
Reading with
teacher will observe pupils without studied texts
appropriate
during reading in groups F expression, with appropriate
speed, accuracy,
makes mistakes speed, accuracy,
and observe all pupils in the
O
and expression
course of the two-week and the reading is and expression
period. laborious
C
1 ROUTINE
E D

NOTE
EP

written on chart
and practice reading the poem or their Leveled Reader, Do Your
D
Chores, with appropriate intonation. Teacher observes five pupils.
Filipino English
niya his
niya hers
Teacher says: Today, we are going to talk more about pronouns that
show ownership-his and hers. Let’s look at the anchor chart on the board.
• Teacher points out that there is one Filipino word for his or hers
which is niya. Teacher and pupils read Let’s Aim in the LM on
pp. 197-198 and “Remember This” in the LM on p. 198.
• Then, he or she puts pupils in pairs and do the “We Can Do It”
in the LM on p. 198.
QUARTER 4 WEEK 34
b. Sharing Information NOTES
• Teacher asks pupils to say one thing they can do to conserve

energy (homework from Week 33, Day 5). He or she picks 1-2
pupils (pupils whose last name begins with the letter m). These
pupils share in front of the class.
2 COMPOSING ACTIVITY: DRAWING A MAP
• Teacher distributes LM pp. 357-358 and leads pupils through the

activities.
3 WORDS WITH SHORT a, e, AND i SOUNDS
• Teacher plays a game with pupils. He or she writes different words

with short vowel sounds on the board. He or she asks pupils to
read them and discuss with their seatmate which one is different
PY
and why.
Example:
O
pen, pin, bat rat, men, hat big, fan, fat
C
• Teacher then has pupils do a quick round of “On a Fast Track”
game.
D
He or she writes the words (listed below) with short vowel sounds
E
on the board and asks pupils to read them and discuss with their
seatmate which one is different and why?
EP
spin span pan brat bran fan flat flip sip

D
4 SIGHT WORDS: THIS, THAT,

THESE, THOSE, FOR, BY
NOTE
• Teacher writes the words this, that, these, those, for, by on the Phonological Awareness
He or she then plays a game, “Buzz.” He or she points randomly Objective:
(not in order) at each word, saying “buzz,” and the pupils have to EN1PA-IVc-d-6.2
say the word he or she is pointing to. She goes faster and faster.
• Teacher asks a pupil to volunteer to lead the game, “Buzz.”
Ask pupils to sound out
the words when they play
5 CONCLUDING THE SESSION phonics games.
• Teacher asks pupils to practice
NOTES
DAY OBJECTIVES
2 repetitive text)

• EN2G-IVc-d-4.2.3 Use possessive pronouns
• EN2PWR-IVd-13 Differentiate and read correctly words with Short e, a,

and i sounds
• EN2V-IVa-e-22 Give the meaning of two-syllable words with Short e, a, and

i sounds
• EN2WC-IVd-g-1.6 Express idea through illustrations or storyboard
1
PY
ROUTINE

NOTE
O
Fluency practice: Teacher asks pupils to get into groups of five and
C
written on a chart
NOTE with intonation. Teacher observes five pupils.
D
Phonological Awareness
b. Letter Sounds
E
Objective:
• Teacher holds up cards with CVC words with similar Short e, a,
EP
EN1PA-IVc-d-6.2
and i vowel sounds. He or she asks pupils to read them silently,
Produce speech sounds then tell their partner what the words are. He or she asks a few
Ask pupils to sound out pairs to share their answer.
D
the words when they play

phonics games. Examples:
pan, pen men, man ten, tan bat, bet

NOTE den, Dan met, mat sat, set beg, bag
pin, pen set, sit ham, him
Teacher should have flash
cards ready
• Teacher then asks pupils to read with their seatmate some short
phrases/short sentences she puts on the board:
a tan bat
Dan sat on a mat.
a fat pig
The man has a ham.
QUARTER 4 WEEK 34
• Teacher plays a game with pupils. He or she writes two similar NOTES
and one different short vowel words on the board and asks pupils
to read them and discuss with their partner which one is different
and why?
Example:
big, ten, rig rat, met, men pen, pin, bag
• Teacher asks pupils to take out their notebooks, and review what
they wrote a few days ago when they planned with their seatmate
for making a map based on, Pipit and the Kamagong Tree. He or she
picks 1-2 pairs to share the events and places they chose. These
2 GROUP WORK: COMPOSING ACTIVITY:
PY
DRAWING A MAP/STORY BOARD
• Teacher then shares a template that he or she has drawn on the

O
board or on manila paper.
C
Template for Map of Pipit and the Kamagong Tree
What happened Where it What it looked

D
in the story happened like (3 details)

At the beginning of 1.
E
the story... 2.
3.
EP
Next... 1.
2.
3.
D
In the end... 1,
2,
3,
a. Differentiated Instruction
• Teacher assigns two levels of tasks: Drawing a map of the story
Level 1: Pupils draw the map of the places in the story and
number in sequence where the events took place.
Example: 1 for the grove, 2 for the Mang Tasyo’s farm,

3 for the city
Level 2: Pupils draw a map of the places in the story and number
in sequence where the events took place and write a few words
or sentence.
Example: 1 This is the grove. 2 This is Mang Tasyo’s farm.

3 This is the city.
NOTES
• Teacher asks pupils to share their work on their map.
PY
Teacher says: Before we end English for the day, I would like you to
look at the four words I have on the board.
• Teacher has written the following four words on the board: city,
O
thick, cricket, frisky
Teacher says: All of the words have the Short i sound in them. Some
C
are one-syllable words and some are two-syllable words. I am going read each
word and I would like you to talk to your seatmate about what the words
D
means.
• Teacher reads each word and pauses for the partners to discuss
E
NOTE
the word’s meaning. Then, he or she proceeds to the next word.
EP
Teacher uses drawings, Then, the meanings of all four words are discussed with pupils
objects, or gestures to help sharing their ideas about the word’s meaning. Teacher can draw
students figure out meaning. pictures to reinforce the word’s meaning.
D
DAY OBJECTIVES
3 repetitive text)


• EN2RC-IVd-2.8 Predict outcomes
• EN2S-IVa-e-3 Spell words with Short e, a, and i sounds in CVC pattern
QUARTER 4 WEEK 34
NOTES
1 ROUTINE NOTE
There are two levels

a. Poem: “Energy is Everywhere” of Leveled Readers used for
• Pupils recite and do movements as a class. different groups. The easier
text is identified with the
Fluency practice: Teacher asks pupils to get into groups of five single dot mark on the cover
and practice reading the poem or their Leveled Reader, Do Your of the book. The more
Chores, with appropriate intonation. Teacher observes five pupils. challenging text is identified
with two dot marks on the
b. Spell Words With Short e, a, and i sounds
cover of the book.
• Teacher leads a game where he or she write a word with a missing
letter on the board. He or she then says the word and pupils
NOTE
discuss with their partner what the missing letter is. He or she then
asks a pair to share their answer. Teacher should have poem
written on a chart.
Example:
PY
r__d (red) b__g (big) c__t (cat)
O
Possessive pronouns: His, Hers
• Teacher conducts a game asking pupils to point to pupils in the
C
classroom and saying, “It is her pen.” “They are his shoes.” etc.
Then he or she puts pupils in pairs and they play the same game
D
each taking turn telling their partner to point to point and say…
“It is his or her.”
E
2
EP
LEVELED READER: MAKING A FIRE
D
Average and advanced pupils read the more challenging text

(Group B)
(This can be identified with two dot marks on the cover of the book.)
Pupils with less reading proficiency read the easy text.

(Group A)
(This can be identified with the single dot mark indicated on the
cover of the book.)
a. Sharing Information and Activating Background Knowledge
• Teacher explains that in many places people cook their food over
a fire. Teacher asks pupils if they have seen people cooking with
a fire. Do you know how to make a fire? What do you need to make a fire?
Teacher asks pupils to discuss in pairs. Then, he or she picks 1-2
pupils (pupils with last names that begin with the
letter n). These pupils share in front of the class.
NOTES
To make a fire you need _______ .
b.Predictions
• Teacher distributes the Leveled Reader, Making a Fire, and asks
pupils to look at the cover. Teacher asks pupils to describe what
they see in the picture. He or she picks a few pairs to answer the
question.
• Teacher asks pupils to read the title. Then, he or she asks pupils to
picks a few pairs to answer the question.
Read Aloud Story is Making a Fire. Teacher asks pupils to look at
the pictures and read the book in pairs.
PY
• Teacher goes around and listens in as they read.
3 GROUP WORK
O
C
Group A with Teacher (less challenging text): Teacher leads
describe the picture: What is Carol doing? Then he or she asks them
D

and prompts the ones that have difficulty.
E
Teacher asks: What is the story about? What is Carol doing? What
EP
does her mother ask her to do?
• As a group, with the teacher, they complete a story map identifying

D
the key elements of the story:
QUARTER 4 WEEK 34
Finally, the teacher may ask the pupils some inferential questions: NOTE
NOTES
Do you think Carol is helpful? Why? Why not?
Do you think Carol likes helping her mother? What makes you think so? If pupils finish their work
Would you like to help your mother make a fire? early, have them read
Do you like this story? Why? Why not? different texts in pairs to
• Teacher asks which words the pupils do not understand and he or • The Leveled Readers:
she explains them. Do Your Chores or Making
a Fire
Then, he or she asks for words that appear on every page.
He or she tells them that these words make the book easier to • The poem “Energy is
read. Then, he or she reads it and lets them follow with their Everywhere”
finger. Teacher reads the book page by page and the pupils echo
• Any other text previously
read each page.
studied (from Q3)
Group B: Teacher asks pupils to complete their map from Day 2.
They read the text faster and
They do this while he or she works with Group A.
faster, one reads while the
other counts or watches the
PY
4 CONCLUDING THE SESSION clock and they try to read it
faster each time.
• Teacher tells pupils that for the next day they will switch groups.
O
Group A will finish their maps.
C
OBJECTIVES DAY
D
4
repetitive text)
E

EP
• EN2WC-IVd-g-1.6 Express idea through illustrations, storyboard, or map

D
• EN2RC-IVd-2.8 Predict outcomes
• EN2F-IVa-d-4 Read phrases, sentences, and stories consisting of Short i

words and some sight words with appropriate speed, accuracy and proper
expression
• EN2S-IVa-e-3 Spell words with e, a, and i short vowel sounds in CVC

pattern
NOTES
1 ROUTINE
• Teacher asks pupils to share the information about what they did
at home yesterday. Then, he or she picks 1-2 pupils (pupils with a
birthday in January). These pupils share in front of the class.

Fluency practice: Teacher asks pupils to get into groups of five and
with appropriate intonation. Teacher observes five pupils.
PY
2 GROUP WORK: GUIDED READING (LEVELED
READER: MAKING A FIRE) AND SEAT WORK
O
Group B with Teacher (more challenging text): Teacher
leads Group C pupils through each page of the book, asking them
C
to describe the picture: What is Carol doing? Then, he or she asks
them to read the page to themselves. He or she listens to the
D
pupils read and prompts the ones that have difficulty.
Teacher asks:What was the story about? What was Carol doing?
E
What did her mother ask her to do?

EP
As a group, with the teacher, they complete a story map identifying

the key elements of the story:
D
QUARTER 4 WEEK 34
Finally, the teacher may ask the pupils some inferential questions: NOTE
NOTES
Do you think Carol is helpful? Why? Why not? If pupils finish their work
Do you think Carol likes helping her mother? What makes you think so? early, have them read
Would you like to help your mother make a fire? different texts in pairs to
Do you like this story? Why? Why not? increase their fluency:
• Teacher asks which words the pupils do not understand and he or • The Leveled Readers,
she explains them. Do Your Chores or Making
Then, he or she asks for words that appear on every page. a Fire
He or she tells them that these words make the book easier to • The poem “Energy is
read. Then, he or she reads it and lets them follow with their Everywhere
read each page. • Any other text previously
studied (from Q3)
Group A: Teacher asks pupils to complete their map from Day 2.
They do this while he or she works with Group B. They read the text faster
and faster, one reads while
3
the other counts or watches
PY
COMPOSING ACTIVITY: STORYBOARD
the clock and they try to
read it faster each time they
Teacher asks pupils: What do you think Carol’s mother said when try.
O
Carol asked her why they make such a small fire. Is it better to make a
They read words
big fire or a small fire like what Carol and her mother did? Why?
randomly: one points to
C
• Teacher leads a discussion about making small fires to conserve words at random and the
energy. If everyone made big fires all the time, there would not be other reads them as fast as
any trees left.
D
possible.
Then, he or she tells pupils they will get in groups of four and do a
E
storyboard of the Leveled Reader, Making a Fire. Teacher explains

that a storyboard is a sequence of pictures that tell the story. He or
EP
she should draw a template for the storyboard on the board or on

the manila paper.
D
• Pupils will choose four events and each pupil in the group will
illustrate one event in the story.
• Teacher assigns two levels of tasks: Drawing a storyboard
Level 1: Pupils draw the story board of four events in the story,
and write one word for each event that took place.
Level 2: Pupils draw a story board of four events in the story,

and write a sentence about each event that took place.
NOTES

READER: MAKING A FIRE) AND SEAT WORK
Group A with Teacher (less challenging text): Teacher

leads Group A pupils through each page of the book, asking
them to describe the picture: What is Carol doing? Then, he or she
asks them to read the page to themselves. He or she listens to the
Teacher asks:
What was the story about?
What was Carol doing? What did her mother ask her to do?
As a group, with the teacher, they review/complete a story map

identifying the key elements of the story:
PY
O
C
E D
EP
Finally, the teacher may ask the pupils some

inferential questions:
D
Do you think Carol likes helping her mother? What makes you think so
Would you like to help your mother make a fire?
Do you like this story? Why? Why not?

she explains them.

He or she tells them that these words make the book easier to
read. Then he or she reads it and lets them follow with their finger.
Teacher reads the book page by page and the pupils echo read
each page.
Group B: Pupils begin their storyboard. They do this while he or

she works with Group A.
QUARTER 4 WEEK 34
NOTES
Teacher asks pupils to tell their families about their storyboard.
OBJECTIVES DAY
5
repetitive text)

• EN2G-IVc-d-4.2.3 Use possessive pronouns (his or hers)*

• EN2RC-IVd-2.8 Infer/predict outcomes
PY
*Basa-added objective O
1 ROUTINE
C
a. Assessment: Possessive Pronouns: His or Hers

D
• Teacher writes the following sentences on the board. He or she

asks pupils to take out their notebooks and write the numbers
E
1-4. He or she explains that he or she will read each sentence and
EP
pupils should write the correct pronoun to fill in the blank,

his or hers, beside the number of the sentence.
• His or Hers
D
1. Anna can find _______ way home.

2. Bong has a pencil. It is _____________.
3. Mark lost _______ notebook.
4. Julia wants ______ toy back.

• Pupils recite and do movements as a class. NOTE
Fluency practice: Teacher asks pupils to get into groups of five and Teacher should have poem
practice reading the poem or their Leveled Reader, Do Your Chores, written on chart
with proper intonation. Teacher observes five pupils.
NOTES

READER: “MAKING A FIRE”) AND SEAT WORK
Group B with Teacher (challenging text): Teacher leads

describe the picture: What is Carol doing? Then, he or she asks them
and prompts the ones that have difficulty.
Teacher asks:What was the story about? What was Carol doing?
What did her mother ask her to do?
As a group, with the teacher, they review/complete a story map

identifying the key elements of the story:
PY
O
C
E D
Finally, the teacher may ask the pupils some

EP
inferential questions:
D
Do you think Carol likes helping her mother? What makes you think so?
Would you like to help your mother make a fire?

she explains them.

He or she tells them that these words make the book easier to
read. Then he or she reads it and lets them follow with their finger.
Teacher reads the book page by page and the pupils echo read
each page.
Group A: Pupils begin their storyboard.

They do this while the teacher works with Group B.
QUARTER 4 WEEK 34
NOTES
• Teacher invites pupils to share their storyboards and what they

have learned about conserving energy.
• Pupils choose something to read independently or in pairs.
PY
O
C
E D
EP
D
QUARTER 4 WEEK 35
WEEK
35
TEACHER’S GUIDE
GRADE 2
PY ENGLISH
O
C
THEME: GRATITUDE AND APPRECIATION

D
FOR WHAT WE HAVE

E
READ ALOUD STORY: WHUUSH!

EP
D

ENGLISH
Theme: Gratitude and Appreciation for What We Have

Read Aloud Story: Whuush! (Author: Glenda Oris; Illustrator: Aldy Aguirre)
• Poem or Song
• Oral Language and Spelling Games
PY
Daily
O
C
E D
V • Give the meaning of words with the • Short o

EP
short o sound*
words with short o, a, i, and e
D
sounds*
PWR • EN2PWR-IVi-10.1.1
Read phrases, short sentences, and
1
short stories consisting of words
with short e, a, or i sounds and the
Who, What, and Where questions
about them

QUARTER 4 WEEK 35

• Teacher asks questions allowing pupils to talk • Pupils talk about stories and texts they read
about stories and texts they read and listen to and listen to and what they are thankful for
and what they are thankful for
b. Poem or Song
b. Poem or Song
• Teacher introduces a poem or song that
pupils will learn.
PY
c. Fluency: Practice reading the poem
“Thank You” and the Leveled Readers from
Weeks 32 and 34: Do Your Chores and Making
c. Fluency: Practice reading the poem a Fire
O
“Thank You” and the Leveled Readers from
Weeks 32 and 34: Do Your Chores and Making
C
a Fire • Pupils practice short vowel sounds by playing
a game
D
• Teacher conducts a game to practice short

E
vowel sounds
EP
2. Reading with Short a, e, and i Sounds 2. Short o

D
• Teacher gives pupils story to read and • Pupils read a story and answer questions
asks them to answer the questions in their
• Two-syllable words
notebook
• Pupils complete activity on words with
• Two-syllable words
short o sound
• Teacher leads an activity with two-syllable
words with short o, a, u, and e sounds in the
“Get Set” and Let’s Aim” activity on
pp. 318-319 in the LM and the “We Can Do
It” activity on pp. 320- 321 in the LM

F • EN2F-IVa-d-4
Read phrases, sentences and
stories consisting of short a, e,and
i words and some sight words with
1
proper expression
PWR • EN2PWR-IVi-14.1
Read or write the names of
pictures using words using words
with short o, e, a, or i sounds.
V • EN2V-IIIa-b-13.1 • Read Aloud Story: Whuush!
Structures
demonstrations, and context clues • Two-Syllable Words
PY
words with short o, e, a, or i
sounds*
O
2
C
E D
EP
D
LC • EN2LC-IVe-f-2.4 • Read Aloud Story: Whuush!

Use personal experiences to make
predictions about text viewed and
listened to • Answer Comprehension Questions
PWR • EN2PWR-IVd-13
3 Use possessive pronouns (his,
hers)*
OL • EN2OL-IVe-1.1
Listen and respond to texts to
clarify meanings heard while
drawing on personal experiences

QUARTER 4 WEEK 35

3. Fluency: Teacher listens to pupils practice 3. Fluency: Pupils practice reading the story with
reading a story with short o, e, a, or i sounds short o, a, e, and i sounds or their Leveled
or their Leveled Readers: Do Your Chores, Readers: Do Your Chores, or Making a Fire
or Making a Fire
4. Homework: Pupils ask a family member
4. Concluding the Session what they are thankful for
2. Read Aloud Story: Whuush! 2. Read Aloud Story: Whuush!
PY
expressions. phrases or expressions that are unfamiliar
• Teacher models using new vocabulary and • Pupils talk about words, phrases,
structures
O or expressions that are unfamiliar
3. Words with Short o Sound 3. Words with Short o Sound

C
• Teacher leads an activity on words with short • Pupils complete the exercise of the LM on
o sound on p. 252 of the LM p. 252 on the words with the short o sound
D
• Two-syllable words :Teacher leads the • Pupils complete exercises in the LM

E
“Let’s Aim” and “Get Set” activity on pp 330- on pp. 330 about two-syllable words
331 of the LM
EP

• Pupils read the text, “Pat and Ted,” to their
• Teacher gives homework family members
D
2. Read Aloud Story: Whuush! 2. Read Aloud Story: Whuush!
• Teacher asks questions about home and what • Pupils share experiences related to the story.
there is to be thankful for at home They talk about the cover of the story, and
make predictions
that are unfamiliar
expressions
PY
LC • EN2LC-IVi-j-2.6 • Read Aloud Story: Whuush!
Retell and reenact events from
• Validate Predictions
the story O
RC • EN2RC-IVe-2.16
C
Use clues to make and justify
predictions before, during, and after
reading (titles, pictures,)
D
E

EP
4
D

QUARTER 4 WEEK 35

During Reading Activities During Reading Activities
• Teacher reads the story to the pupils and • Pupils listen attentively to the story read
pauses for pupils to predict possible ending and make predictions based their personal
based on characters, incidents, and settings experience
After Reading Activities After Reading Activities
• Teacher asks questions about the story: • Pupils answer questions about the story
who, what, where, when
3. Two-Syllable Words
3. Two-Syllable Words
• Pupils complete activities in the LM on
• Teacher leads activities in the LM on pp. 344-345 “Let’s Aim” and “Get Set”
pp. 344-345 Let’s Aim and Get Set
• Homework: Retell story to family members
PY
2. Retelling of the Read Aloud Story: Whuush! 2. Retelling of the Read Aloud Story: Whuush!
O
• Teacher shows pictures to help pupils retell • Pupils retell the story
the Read Aloud story
C
3. Rereading of the Read Aloud Story: Whuush!
3. Rereading of the Read Aloud Story: Whuush!
D
• Pupils talk about the predictions they make in
• Teacher asks pupils about their predictions Day 2
E
and tells them to watch and listen for clues in

EP
the characters, settings, and incidents

• Pupils participate actively during the
rereading of the story
D
• Teacher rereads the story pausing at

• Pupils discuss clues to make predictions:
some parts to ask questions and check
characters, incidents, and setting
comprehension
• Pupils discuss the story and its elements
incidents and setting in the story: 4. Concluding the Session
Who, where, when, what is the problem,
what is the solution • Homework: Retell the story in the correct
sequence to their family members.


WC • EN2WC-IVd-g-1.6 • Read Aloud Story: Whuush!
• Composing Activity: Storyboard
storyboard
of the Read Aloud Story, Whuush!
S • EN2S-IVa-e-3
Spell words with short e, a, and i
sound in CVC pattern (see PWR)
PY
O
C
E D
EP
D
QUARTER 4 WEEK 35

focus: two-syllable words focus: two-syllable words
2. Words with Short a, e, i Vowel Sounds 2. Words with Short a, e, i Vowel Sounds
• Teacher write words with short a, e, i sounds • Pupils fill in the missing letter
on the board with missing letters that pupils
3. Composing Activity: Storyboard of the
fill in
Read Aloud Story, Whuush!
3. Composing Activity: Storyboard of the Read
4. Concluding the Session: Sharing and Reading
Aloud Story, Whuush!
• Pupils share their ideas in groups of four and
talk about it
• Teacher invites pupils to share their ideas in
groups of four
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* – Basa-added Objective O
C
E D
EP
D
NOTES
DAY OBJECTIVES
1
repetitive text)
• EN2F-IVf-4.1 Read phrases, sentences, and stories consisting of words

with Short i, a, and e sounds and some sight words with appropriate speed,
accuracy and proper expression
• EN2PWR-IVi-10.1 Read phrases, short sentences, and short stories

consisting of Short o, i, a, and e sounds and the Who, What, and Where
questions about them
• Write the names of pictures using words with short o, i, a, or e sounds*
• Give the meaning of words with short o sound*
• EN2V-IVh-j-22 Give the meaning of two-syllable words with short e, a, i,

and o sounds
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continue to practice their reading skills. During this two-week period,
O
the teacher observes five pupils per day during English period and
NOTE assesses their Listening/Reading Comprehension using this table:
C
During the Two-week
period, the teacher will Answering 1 2
observe pupils during reading comprehension Is not able to Is able to answer
D
in groups and observe all RC literal and answer comprehension

pupils. inferential comprehension questions
E
questions questions
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1 ROUTINE
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a. Poem: “Thank You”

• Teacher introduces the poem ,“Thank You,” that pupils can learn.
NOTE
He or she explains a few words and expressions such as: grateful,
Teacher should have poem complain, bloom, showers (rain), perched
written on manila paper.
QUARTER 4 WEEK 35
NOTES
“Thank You”
Thank you, thank you

There’s so much to be grateful for
I won’t complain anymore!
Thank you for the trees

Thank you for the bees.
Thank you for the flowers
That bloom after showers.
Thank you for the birds

Perched on the bamboo
Thank you for the words
I use to say thank you.
Thank you for the girls and boys
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That bring me so much joy
Thank you for my family
Who cares for me happily.
O
C
There’s so much to be grateful for
I won’t complain anymore!
E D
• Teacher explains that pupils will practice reading the poem with
proper expression.
EP
D
• Teacher explains that the weekly theme will be “Gratitude and

Appreciation for What We Have.” In English, we will study the words we
use to talk about being thankful and grateful.
• Teacher lets pupils talk about this in pairs: There are so many beautiful
things in nature, like the beaches, the trees, the flowers, the animals.
What in nature are you most thankful for?
Thank you for _____________.
Then, he or she picks five names from the box or the bowl. These
NOTES
2 WORDS WITH SHORT a, e, AND i SOUNDS:

“PAT AND TED”
• Teacher distributes or writes story on chart paper and asks pupils

to read the story.
Pat is a dog. He has a mosquito net over his bed. Ted is a cat.
He does not have a net on his bed. They are on a farm. It is wet.
“Bzzzzzz…bzzzzz.” Ted gets sick. Pat is sad. Pat gets the vet, Jim.
Jim, the vet, comes to help. Jim, the vet, says: “Ted is sick.” Jim,
the vet, says: “Get a net!” Ted gets a big net for his bed. Ted is
better. Pat and Ted say: “Thank you.”
• Teacher asks pupils to answer the following questions in their

notebook:
Who is Pat?
Who is Ted?
Who is Jim?
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What does Jim say?
Where are they?
• Teacher collects notebooks to assess pupil reading comprehension.

O
C
Short o Sound
• Teacher works with pupils on the Short o sound with pupils using
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“Let’s Aim” in the LM on p. 251 and “We Can Do It” in the LM

on p 252.
E
• Teacher then shows three words and plays the “On the Fast Track
EP
Game.” Teacher asks pupils read the word in the left column
and then with their partner come up with the new word (adding
s to the beginning of the word). Ask them to write the new word
in their notebook. After pupils have written the word, ask for a
D
volunteer to come to the board and write the new word.
Word New Word

pot s + word (spot)
lot p + word (plot)
lot b + word (blot)
Two-syllable words
• Teacher distributes and conducts activities on Two-syllable words
with Short e, a, i, and o sounds. Refer to the LM on pp. 318-319
(“Get Set” and “Let’s Aim”) and to the LM pp. on 320-321 (“We
Can Do It”).
Class checks answers together.
QUARTER 4 WEEK 35
NOTES
3 FLUENCY
• Pupils practice reading the story of “Pat and Ted” or their

Leveled Readers: Do Your Chores, Making a Fire ,with appropriate
intonation, smoothness, and rate.
They read the text faster and faster: one reads while the other
counts or watches the clock and they try to read it faster each time
they try.
• Teacher tells pupils to ask a family member what they are thankful
for.
OBJECTIVES DAY
PY
2
repetitive text) O
• EN2V-IIIa-b-13.1 Give the meaning of words used in stories presented
through real objects, illustrations, demonstrations, and context clues
C
• Give the meaning of two-syllable words with short vowel sounds*
D
1 ROUTINE
E
EP

“Thank You,” and how they would read them with appropriate
D
intonation.
• Fluency practice: Teacher asks pupils to get into groups of five

and practice reading the poem, the story of “Pat and Ted” or their
Leveled Reader, Making a Fire, with intonation. Teacher observes
five pupils.
• Teacher lets pupils talk in pairs. What is your mother or father
(or sister or brother) thankful for? (Homework from Day 1)
He or she gives then a sentence frame:
My _______ is thankful for _______ .
Then, he or she picks five names from a box or a bowl.
NOTES
2 READ ALOUD STORY: WHUUSH!
Activating Prior Knowledge

Teacher says: There are words we use to make the sound of things.
Like a cat goes “meow”, a duck “quack quack.” When we want to write
the sound of the wind blowing, we say “Whuush!”
What sound do we use for a clock? (tick, tock)
How about a dyipni, truck, or other vehicle? (beep, beep)
• Teacher asks pupils for other words that makes the sound of
things (possible answers: pitter patter (rain); brummm, brummm
(thunder), chug, chug (train)).
PY
a. Unlocking Some Words and Expressions
BRIDGING questions.
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When explaining new sturdy
vocabulary, do not
C
immediately translate. Teacher says: When something is strong (teacher makes the gesture of
Use hand gestures and being strong) and won’t break, like a chair or a house, we say it is sturdy.
Can you tell me something that is sturdy?
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movement as much as
possible.
E
The ________ is sturdy.

NOTE
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skills
Teachers may not address
the meaning here in the Teacher says: When you are good at something, that is a skill. You
lesson but may make the have have skills as a reader, as a basketball player, as cook, as a story teller.
D
comment that the tree is There are many skills. What are you good at?
sturdy when they come to
the word in the book. I have skills, I am a good _______________.
permission
BRIDGING Teacher says: When you want to do something, you have to ask for
Some words are easy to permission. For example, here in the classroom, if you want to go out of
explain by showing the the room you have to ask for permission. You use the phrase: Teacher may
picture in the book I …. What do you asks permission for at home or at school?
(e.g., electrical posts)
When I want to ______________, I ask for permission.
QUARTER 4 WEEK 35
underground NOTES
NOTE
Teacher says: There are things on the ground, like you and I,
Teacher can show a
animals, cars, and plants. There are things above ground like birds and
photo of a subway stop
airplanes. And there are things and places underground, like worms,
underground or a train
roots and caves. In the city, they have roads under other roads, or places
running underground.
to park you car under building, these places are underground. Have you been
underground? Where?
shopping mall NOTE
Teacher says: In some places, there are many shops all in the same Teacher can show a
place. You walk inside from shop to shop. These are called shopping picture of some malls in
malls. Have you ever been in a shopping mall? Where? the community or ones
the pupils may have seen in
neighboring communities.
I was in a shopping mall in _____.
concrete
PY
NOTE
Teacher says: Some roads, bridges, and buildings are made of a hard
material called, concrete. It is very hard to break concrete. Have you Teacher could bring in a
seen a bridge or building made of concrete? Where? small piece of concrete.
O
I saw a _________ made of concrete in ___________ .
C
3
D
SHORT O SOUND
NOTE
E
• Teacher reviews the Short o sound with pupils using I Can Do It, in Phonological Awareness
EP
the LM on p. 252.
Objective:
2-syllable words EN2PA-IVe-f-6.3
D
• Teacher distributes and conducts activities on two-syllable words Produce speech sounds
with Short e, a, i, and o sounds in the LM on pp. 330 “Let’s Aim”
and “Get Set.”
words they are spelling and
Class corrects together. reading
Homework: Have pupils copy or bring home “Pat and Ted”

and read it to their family.
NOTES
DAY OBJECTIVES
repetitive text)
3 • EN2G-IVc-d-4.2.3 Use possessive pronoun*
• EN2LC-IVe-f-2.4 Use personal experiences to make predictions about text

viewed and listened to
• EN2OL-IVe-1.1 Listen and respond to texts to clarify meanings heard while

1 ROUTINE

• Teacher asks pupils to think about the words in the poem “Thank
PY
You” and how they would read them with appropriate intonation.
and practice reading the poem, the story of “Pat and Ted” or
O
their Leveled Reader, Making a Fire, with appropriate intonation.
Teacher observes five pupils.
C
• Teacher lets pupils talk in pairs. He or she says: Remember when we
D
talk about what your families were thankful for? What are you thankful for?
E

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I am thankful for _______.

D
Then, he or she picks five names from the box or bowl.
2 POSSESSIVE PRONOUNS: OURS AND THEIRS
Filipino English
natin ours
nila theirs
Teacher says: Today we are going to talk more about pronouns that show
ownership-his and hers. Let’s look at the anchor chart on the board.
• Teacher pronounces each word in Filipino and then its

counterpart in English
• Teacher and pupils read “Let’s Aim” and “Remember This” in the
LM on pp. 215-216.
• Then, he or she and pupils do the “We Can Do It” exercise in the
LM on pp. 217-218.
QUARTER 4 WEEK 35
NOTES
BRIDGING
• Teacher shows the cover of the Read Aloud Story, Whuush! and
asks a pupil to read the title. He or she asks pupils if they can
think of what could make the sound “Whuush.” He or she then
of the author and the
asks pupils to describe what they see on the cover. He or she asks
illustrator.
pupils what they think the story Whuush! might be about?
Then he or she asks pairs to discuss: What do you see on the cover?
What do you think will happen in this story titled Whuush! with the young
wind on the cover? He or she asks a few pairs to share their answers.
• Teacher opens the Read Aloud Story, Whuush! and shows the
illustrations on pages 2 and 3 and asks pupils to describe what they
PY
see. He or she asks pairs to discuss: What is the wind doing? What
do you think will happen? He or she asks a few pairs to share their
answer.
O
• Teacher reads the story Whuush! to the pupils. Before reading

C
pages 8 and 9, he or she asks pupils: What do you think will happen
next? Do you think Ling Ling will go to the city? Why?/Why not? Then,
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he or she asks pupils to discuss in pairs. He or she asks a few pairs

to share.
E
Before reading page 18, he or she asks pupils: What do you think
EP
will happen next? Do you think Ling-ling is feeling lonely? Why/Why not?
Then, he or she asks pupils to discuss in pairs. He or she asks a
few pairs to share.
D
Before reading page 22, he or she asks pupils: What do you think
will happen next? Do you think Ling-ling will stay with Paros or will she go
home? Why/Why not? Then, he or she asks pupils to discuss in pairs.
He or she asks a few pairs to share.
Who is Ling-Ling?
Who is Paros?
Where did the story start?
What did Ling-Ling want to do? Where did she want to go?
What did Ling-Ling and Paros do in the city?
What happened to Ling-Ling after a while? How was she feeling?
What did Ling-Ling remember she was supposed to do?
Why didn’t the elders want her to leave?
How did she feel when she came back?
NOTES Teacher asks: Think about your predictions about this story. Who was
surprised by the story because it did NOT match your predictions?
4
NOTE
2-SYLLABLE WORDS
Phonological
Awareness • Teacher conducts activities with two-syllable words with short a, e,
Objective: i, and o sounds in the LM on pp. 344-345 (“Let’s Aim” and “Get
EN2PA-IVe-f-6.3 Set”). Class corrects together.
Ask pupils to sound out

the words they are spelling

• Teacher tells pupils to tell their family members about the Read
and reading
Aloud Story, Whuush!.
DAY OBJECTIVES
PY
4 repetitive text)
• EN2LC-IVi-j-2.6 Retell and/or reenact events from the story

O
• EN2RC-IVe-2.16 Use clues to make and justify predictions before, during,
C
and after reading (titles, pictures,)

D

E
1 ROUTINE
EP
D
• Teacher lets pupils talk in pairs. Do you like the story Whuush!? Why?
Why not? He or she gives them a sentence frame to complete.
I like the story because _____.

I don’t like the story because _____________.
Then, he or she picks 1-2 names from the box or the bowl. These
Teacher asks: Have you gone somewhere for several nights? Were you
happy to come back home? Why?
b. Poem: “Thank You”

QUARTER 4 WEEK 35
Fluency practice: Teacher asks pupils to get into groups of five NOTES
and practice reading the poem, the story of “Pat and Ted,” or their
Leveled Reader, Making a Fire, appropriate with intonation. Teacher
observes five pupils.
BRIDGING
2 RETELLING OF READ ALOUD STORY: WHUUSH!
Book and Print
• Teacher shows the pictures of the Read Aloud Story, Whuush! one Knowledge
by one and calls on pupils to say what happened. As they retell the
story, the pupils act out the actions.
Review English terms for
parts of a book, if needed.
• Teacher shows the cover of the book and asks pupils to discuss
in pairs the following questions. He or she picks a few pairs to
PY
answer the question:
Do you think Ling-Ling was happy to go back home? Why do you think
that?
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He or she picks a few pairs to answer the question.
C
• Teacher tells pupils he or she will read the story again. He or she
tells them to listen for and watch for clues that help them make
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predictions. For example: What are the clues Ling-ling may go to the city
to learn how to become stronger and faster? What are the clues that Ling-ling
E
will decide to come back home?

EP

D
• Teacher explains that they will discuss major points and pause
to check the words and pictures to notice the details. He or she
discuss and picks different pairs to share their answers:
Who was Ling-Ling?

Who was Paros?
Where did the story start?
What did Ling-Ling want to do? Where did she want to go?
What did Ling-Ling and Paros do in the city?
What happened to Ling-Ling after a while? How was she feeling?
What did Ling-Ling remember she is supposed to do?
Why didn’t the elders want her to leave?
How did she feel when she comes back?
NOTES AFTER READING ACTIVITIES
• Teacher lets pupils talk in pairs. What happened at the end?
At the end, Ling-Ling ____________________.
He or she picks a few pairs to answer the questions. Then, he or

she continues the discussion:
Do you think Paros was a good wind or a bad wind for the people below?
He or she gives them sentence frames to complete.
Paros was a good wind/bad wind because ____________ .
PY
O
What did Ling-Ling realize when she was in the playground with the
children?
C
He or she gives them sentence frames with to complete.
D
Ling-Ling realized she__________________.

E

EP
Do you think Ling-ling was thankful at the end? What was she thankful for?
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Ling-Ling was thankful ___________.

Do you think Ling-Ling would make a good friend? Why? Why not?
He or she picks a few pairs to answer the questions.
QUARTER 4 WEEK 35
a.Elements of Story and Sequence of Events NOTES
• Teacher divides the class into groups of 4-5 pupils. He or she

distributes one copy of the story map to each group. He or she
goes over the parts of the story map and asks the groups to
complete the map. He or she appoints a group leader to keep the
group on task and a recorder who should put the ideas of group
members on the map.
Give pupils 20 minutes to complete the map and then ask groups
to supply their response to one “box” on the map.
PY
O
C
E D
EP
D
• Teacher tells pupils to retell the story in the correct sequence to

their family members.
NOTES
DAY OBJECTIVES
• EN2A-IVa-e-1. Participate/engage in a read-along of texts (e.g. poetry,
5
repetitive text)
• EN2S-IVa-e-2 Spell words with short vowel sounds in CVC pattern
1 ROUTINE
a. Assessment: Two-Syllable Words

• Teacher asks pupils to complete “Let’s Try” on page 349.
When pupils have finished, teacher collects.
PY
• Teacher lets pupils talk in pairs. If you were Ling-Ling what would you
be thankful for? O
• He or she picks 1–2 pupils- pupils with last names that begin with
the t sound. These pupils share in front of the class.
C
If you were the people of Makiling, what would you be thankful for?
He or she picks 1–2 pupils- pupils with last names that begin with
the t sound. These pupils share in front of the class.
E D
c. Poem: “Thank You”

EP

“Thank You” and how you would read them with appropriate
intonation.
D

Leveled Reader, Making a Fire, appropriate with intonation. Teacher
observes five pupils.
2 WORDS WITH SHORT a, SHORT e,

AND SHORT i VOWEL SOUNDS
• Teacher writes short a, Short e and Short i words from the story
“Pat and Ted” on the board with the vowel missing. Pupils copy
the word and fill in the missing vowel.
Ex:
P__t b__g T__d n__t

s__d g__t J__m
QUARTER 4 WEEK 35
NOTES
3 COMPOSING ACTIVITY: STORYBOARD
• Teacher asks pupils what they remember about how to make a

NOTE
story board.
Struggling pupils need to
1. Choose important events.
write only one word for
2. Put them in the correct sequence.
their illustrations. More
3. Decide what you will draw to illustrate an event.
advanced pupils try to write
4. Decide what you will write to accompany your illustration.
a phrase or sentence.
5. Write the ending and illustrate it.
• Teacher tells pupils to get into groups of four to make a story

board of the Read Aloud Story, Whuush!
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• Teacher asks a few groups to share their ideas and the beginning
of the work done on their storyboards. These will finish during the
next lesson. O
C
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QUARTER 4 WEEK 36
WEEK
36
TEACHER’S GUIDE
GRADE 2
PY ENGLISH
O
C
THEME: GRATITUDE AND APPRECIATION

D
FOR WHAT WE HAVE

E
READ ALOUD STORY: WHUUSH!

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LEVELED READER: THE END OF THE WORLD

D

ENGLISH
Theme: Gratitude and Appreciation for What We Have

Read Aloud Story: Whuush!
Leveled Reader: The End of the World (Author: Glenda Oris; Illustrator: Aldy Aguirre)
OL • EN2OL-IVf-g-1.16 • Sharing Information and News
Create and participate in oral
• Poem or Song
dramatic activities
S • EN2S-IVa-e-3 • Fluency/Spelling Activities
Spell words with short e, a, i, and o
sounds
storyboard
PY
Daily
O
C
E D
• EN2PWR-IVj-15.2 • Read Aloud Story: Whuush!

EP
PWR
Read two-syllable words consisting
• Storyboard
of short e, a, and i (pigpen,basket,
magnet). • Sight Words
D

QUARTER 4 WEEK 36

• Teacher asks questions allowing pupils to talk • Pupils talk about what they are thankful for
about what they are thankful for
b. Poem or Song
b. Poem or Song
• Pupils recite a poem or sing a song.
• Fluency: Pupils practice reading the poem
“Thank You,” the story “Pat and Ted,” or the
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• Fluency: Practice reading the poem “Thank Leveled Readers from Weeks 32, 34:
You,” the story “Pat and Ted,” or the Leveled Do Your Chores and Making a Fire
Readers from Weeks 32, 34: Do Your Chores
O
c. Vocabulary/Phonics Games and Activities
and Making a Fire
c. Vocabulary/Phonics Games and Activities
C
with short a, e, i, and o vowel sounds by
• Teacher conducts games to practice spelling playing games
words with short a, e, i, and o vowel sounds
D

• Teacher introduces activities to develop activities
E
vocabulary
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2. Composing Activity: Finish Storyboard 2. Composing Activity: Finish Storyboard of the

D
of the Read Aloud Story, Whuush! Read Aloud Story, Whuush!
• Teacher discusses sight words and conducts a • Pupils read sight words and participate in the
game to reinforce lesson game
• Teacher asks pupils to tell families about • Pupils tell families about the storyboard of
the storyboard of the story, Whuush!, and the story, Whuush!, and practice retelling the
practice retelling the story story


V • EN2PWR-IVj-15.2 • Read Aloud Story: Whuush!
• Storyboard
of short e, a, and i (pig pen,basket,
magnet). • Two-syllable words with short e, a,
and i
PY
WC • EN2WC-IVd-g-1.6 • Leveled Reader: The End of the
Express idea through illustrations or World
storyboard
LC • EN2LC-IVc-d-2.5
O
Structures
characters, and settings to validate • Group A: Read Leveled Reader
C
predictions
• Group B: Fluency and Spelling
F • EN2F-IVg-j-4.2
D

consisting of short e, a, and i
E

3 appropriate speed, accuracy, and
EP
proper expression
V • EN2V-IIIa-b-13.1
D
in stories presented through real

objects, illustrations, demonstration,
and context clues

QUARTER 4 WEEK 36

Group work Group work
2. Retelling the story: Oral Dramatic Activity 2. Retelling the Story: Oral Dramatic Activity
• Teacher leads pupils to retell the Read Aloud • Pupils retell the Read Aloud Story: Whuush!
Story Whuush! using their storyboards using their storyboards
3. Two-Syllable Words 3. Two-Syllable Words
• Teacher gives pupils story to read and asks • Pupils read a story and answer
them to answer comprehension questions in comprehension questions in their notebook
their notebook
• Pupils discuss story
• Teacher discusses story
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2. Leveled Reader: The End of the World 2. Leveled Reader: The End of the World
O
C
expressions
D
• Teacher asks questions to stimulate pupils’ They talk about the cover of the story and set
interest about the story and to identify a purpose for reading.
E

During Reading Activities: Reading in pairs
EP

• Teacher circulates as groups read the story in
pairs
D

teacher)
• Pupils do a picture walk, make predictions,
teacher)
identify high frequency words, read the
• Teacher does a picture walk, asks for Leveled Reader then, and echo read the
predictions, points out high frequency words, Leveled Reader
listens to pupils as they read, and leads pupils
through echo reading
WC • EN2WC-IVd-g-1.6 • Leveled Reader: The End of the

Express idea through illustrations or World
storyboard
• Sight words
Use an understanding of incidents, • Read a Leveled Reader
characters and settings to validate
predictions
PY
F • EN2F-IVg-j-4.2 • Groups B and A: Leveled Reader
stories consisting of short e, a, and • Groups B, and A: Fluency and
Spelling practice; Storyboard
i words and some sight words with
O
C
proper expression
4
D

E

EP
D

QUARTER 4 WEEK 36

Groups B: Seat Work Groups B: Seat Work
• Fluency, Spelling, and Composing Activity, • Fluency, Spelling, and Composing Activity:
Illustration: Teacher asks pupils to illustrate Illustration
their favorite part of the story
• Pupils illustrate their favorite part of the story
• Homework: Group A should finish their
• Homework: Group A should finish their
storyboard
storyboard
Group B: During Reading Activities with the Group B: During Reading with the Teacher
Teacher Activities
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• Teacher does a picture walk, asks for • Pupils do a picture walk, make predictions,
predictions, points out high frequency words, identify high frequency words, read the
listens to pupils as they read, and leads pupils Leveled Reader, and echo read the Leveled
through echo reading Reader.
O
Groups A: Seat work Groups A: Seat work
C
• Fluency, Spelling, Illustration of The End of the • Pupils practice their spelling and fluency and
World finish their illustrations
D
3. Instruction: Storyboard/Post Cards of the 3. Storyboard/Post Cards of the Leveled Reader,

Leveled Reader, The End of the World The End of the World
E
• Teacher gives instruction on composing • Pupils listen to teacher as he or she models

EP
activity writing activity.

D
Group A: During Reading Activities with the Group A: During Reading Activities with the
Teacher Teacher
listens to pupils as they read, and leads pupils Leveled Reader, and echo read the Leveled
through echo reading Reader
OL • EN2OL-IVf-g-1.16 • Leveled Reader: The End of the

Create and participate in oral World
dramatic activities
• Sight Words
S • EN2S-IVa-e-3
Spell words with short e, a, i, and o • Group B: Read Leveled Reader
sounds
• Groups A: Fluency and Spelling
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characters and settings to validate
predictions
O
5 objects, illustrations, demonstration,
C
and context clues
D

storyboard
E
EP
consisting of short e, a, and i

D
proper expression

QUARTER 4 WEEK 36

Group B: Seat work Group B: Seat work
• Writing activity: Storyboard/post cards of the • Pupils begin their post card story board of the
Leveled Reader, The End of the World Leveled Reader, The End of the World
• Teacher gives homework • Pupils tell their families about the post card/
storyboard
focus: Spelling focus: Spelling
Two-syllable words Two-syllable words
Group B: During Reading Activities with the Group B: During Reading activities with the
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Teacher Teacher
O
listens to pupils as they read and leads pupils Leveled Reader, and echo read the Leveled
through echo reading Reader
C
D
• Writing Activity: post card /storyboard • Pupils work on their post card/storyboard of
the Leveled Reader, The End of the World
3. Concluding Session
E
EP
post card/storyboards and what they have • Pupils share their post card/storyboards and
learned about being thankful and grateful what they have learned about being thankful
and grateful
D
• Teacher invites pupils to choose something to
read independently or in pairs • Pupils choose something to read
independently or in pairs
NOTES
DAY OBJECTIVES
• EN2OL-IVf-g-1.16 Create and participate in oral dramatic activities
1 • EN2S-IVa-e-3 Spell words with short e, a, i, and o sounds
• EN2PWR-IVj-15.2 Read two-syllable words consisting of short e, a, i, and

o sounds in CVC pattern
• EN2WC-IVd-g-1.6 Express ideas through illustrations or storyboard

five pupils per day during English period and assessed their
NOTE Listening/Reading Comprehension using this table:
During Week 36, the

1 2
Answering Is not able to Is able to answer
RC comprehension answer comprehension
PY
questions comprehension questions
course of the two-week
questions
period. O
NOTE
Spelling
C
• Play daily spelling games with one or two-syllable words with
Phonological Awareness
Short e, a, i and o sounds and additional letters before the word
Objective: (i.e., top + s is stop). Choose from the following:
D
EN2PA-IVe-f-6.3
a. Ask pupils to fill in the missing letter
E

b. Ask pupils to change the initial, or final letter to make a new
EP
Ask pupils to sound out the word, or add a letter to the beginning of the word to make a
words they are spelling and new word
reading
c. Ask pupils to read flash cards
D
d. Write three words (two similar and one is different).

Pupils identify which one is different and say why.
Example: big, fan, fat; spot, span, spin
e. Team A and Team B: Ask pupils from each team to come to the
board and spell a word. The first to spell correctly gets a point
for the team
f. In pairs, pupils quiz each other
QUARTER 4 WEEK 36
NOTES
1 ROUTINE


and practice reading the poem, the story of “Pat and Ted” or
their Leveled Reader, Making a Fire, with appropriate intonation..
Teacher observes five pupils.
b. Spelling Game (see previous page)

• Teacher plays spelling games with pupils.
PY
• Teacher asks pupils what they are most thankful for in their
community. He or she picks 1-2 pupils who are born in July.
These pupils share in front of the class. O
2 COMPOSING ACTIVITY: STORYBOARD
C
• Teacher tells pupils to bring out and complete their storyboards of
the Read Aloud Story, Whuush!
D
3
E
SIGHT WORDS: AND, WANT, SEE, OF, GO, HERE

EP
• Teacher writes the words and, want, see, of, go, here on the board.
Teacher points to each one and reads them with the pupils.
He or she explains the meaning of each word. He or she then
D
plays the game, “Buzz.” He or she points randomly (not in order)

at each word, saying “buzz,” and the pupils have to say the word
he or she is pointing to, trying to read it more rapidly and fluently.
• Teacher may make the game more complex with previously

learned sight words such as: says, she, he, the.
• Teacher asks pupils to tell theitr family about their storyboards and
practice retelling the Read Aloud Story, Whuush!
NOTES
DAY OBJECTIVES
2 • EN2S-IVa-3 Spell words with Short e, a, i, and o sounds in CVC pattern
• EN2PWR-IVf-15 Read two-syllable words consisting of Short e, a, and i

(pig pen,basket, magnet,).
1 ROUTINE

PY
Leveled Reader, Making a Fire, with intonation. Teacher observes
five pupils.
O
b. Spelling (see games and activities on page 152)
C
Teacher plays one spelling game with pupils.
D
E
• Teacher asks pupils to say three events from the Read Aloud Story
Whuush! He or she picks 1-2 pupils who are born in August. These
EP
2
D
GROUP WORK: ORAL DRAMATIC ACTIVITY
• Teacher asks pupils to retell the Read Aloud Story, Whuush!,

in groups of four.
One plays the role of Ling-Ling, one plays the role of Paros, and the
other two narrate the story. They use their story boards to guide
them. Teacher goes around, listens to and observes the groups.
3 TWO-SYLLABLE WORDS
• Teacher distributes or writes story on a chart. Teacher explains

what certain words mean. Example: rides, locks, tooth, upset, cheer up.
Then, he or she asks pupils to read the story.
QUARTER 4 WEEK 36
NOTES
“Pat and the Dentist”
Pat puts on his jacket and his helmet. Pat rides his bike to play
tennis at the park. He locks his bike with a padlock. After the
game, he takes out his napkin and sandwich and eats it. On
the way home, Pat falls and breaks a tooth. Oh no! Pat’s mom
takes him to the dentist. Pat is afraid and upset. The dentist has
a puppet to cheer Pat up. The puppet is a parrot. “Hello” says
Pat. “Hello,” says the parrot. Pat feels better.
• Teacher asks pupils to answer the following questions in their

notebook:
Who is Pat?
What does Pat put on?
Where does Pat go?
What game does Pat play?
What does Pat use to lock his bike?
PY
What does Pat eat?
What does Pat break?
Where does his mom take him?
What does the dentist have to cheer Pat?
O
• Teacher collects notebooks to assess pupils’ reading
C
comprehension.
4 CONCLUDING THE SESSION:

D
DISCUSSING THE STORY

E
• Teacher discusses the story with pupils using questions.

EP
Example: Why does Pat lock his bike with a padlock? Why do you think
Pat is afraid and upset? Why do you think Pat feels better?
D
OBJECTIVES DAY
• EN2S-IVa-e-3 Spell words with Short e, a, i, and o sounds in CVC pattern

3

through real objects, illustrations, demonstration, and context clues
• EN2F-IVg-j-4.2 Read phrases, sentences, and stories consisting of Short e,

a, i, and o words and some sight words with appropriate speed, accuracy, and
proper expression
NOTES
1 ROUTINE
a. Poem: “THANK YOU”

NOTE
There are two levels of You” and how they would read them with appropriate intonation.
Leveled Readers used for
different groups. The easier • Fluency practice: Teacher asks pupils to get into groups of five
text is identified with the and practice reading the poem, the story of “Pat and the Dentist”
single dot mark on the cover or their Leveled Readers, Do Your Chores, or Making a Fire, with
of the book. The more intonation. Teacher observes five pupils.
challenging text is identified
with two dot marks on the b. Spelling (see games and activities on page 152)
cover of the book.
• Teacher plays one spelling game with pupils.
2 LEVELED READER: THE END OF THE WORLD
PRE-READING ACTIVITIES:
PY
O
Average and advanced pupils read the more challenging text.
(This can be identified with two dot marks on the cover of the
C
book.)
Pupils with less reading profiency read the easy text. (This
D
can be identified with the single dot mark indicated on the cover
of the book.)
E
EP
a. Sharing Information and Activating Background

Knowledge
Teacher asks: What did Ling-ling like better, her home or the city? What
D
did Paros like better Makiling or the city? What do you like better, being at
home or somewhere else?
• Teacher asks pupils to discuss in pairs. Then, he or she picks 1-2

pupils-those who have a one-syllable first name. These pupils
share in front of the class.
b. Unlocking Some Words and Expressions:

• Teacher explains the following words by showing the pictures in
the Leveled Reader, The End of the World.
Rooster, plains, jungle
• Teacher explains the following words and expression:

Safe, over, through, across, under, the end of the world
QUARTER 4 WEEK 36
c. Making Predictions NOTES
• Teacher distributes the Leveled Reader, The End of the World,

and asks pupils to look at the cover. Teacher asks pupils to
describe what they see in the picture. He or she picks a few pairs
to answer the questions. Teacher asks pupils to read the title.
Then, he or she asks pupils to discuss in pairs what they think
the book will be about. He or she picks a few pairs to answer the
questions.
story is The End of the World. Teacher asks pupils to look at the
pictures and read the book in pairs.
3 GROUP WORK
PY
Group A with teacher (less challenging text): Teacher leads
O
describe the pictures (e.g., I?) Then, he or she asks them to read
the page by themselves. He or she listens to the pupils read and
C
prompts the ones that have difficulty. He or she asks:
What is the story is about?

D
What does the rooster wanting to do? What does he do? NOTE
What are the elements of the story (Teacher can use the graphic
E
organizer on page 8 to capture the elements of the story) If pupils finish their work
Who are the main characters? early, have them read
EP
What other characters are there? different texts in pairs to

Where do the story take place? increase their fluency:
What happens in the end? How else could the problem have been solved? • The Leveled Readers
D
Do you like this story? Why? Why not? Do Your Chores or Making
Do you think Rooster learned a lesson? Why? Why not? a Fire
What lesson did he learn?
• The poem “Thank You”
• Teacher asks the pupils if the ending of the story matched their • Any other reader or
predictions about the story and asks them why or why not. poem previously studied
• Teacher asks which words the pupils do not understand and he or (from Q3/Q4)
she explains them. They read the text faster
Teacher asks: What are some of the words that are the same on every and faster. One reads
page? while the other counts or
watches the clock and they
• Teacher tells the pupils that these words make the book easier try to read it faster each
to read. Then, he or she reads it and lets them follow with their time they try.
read each page.
NOTES Groups B: Composing Activity: Express an Idea Through an

Illustration
• Teacher tells pupils to draw their favorite part of the story

“Pat and the Dentist” and write a word, phrase or sentence to
accompany their drawing.
They do this while he or she works with Group A.
• Teacher tells pupils that for the next day, they will switch groups.
Group A should finish their illustration of “Pat and the Dentist.”
DAY OBJECTIVES
4 • EN2WC-IVd-g-1.6 Express ideas through illustrations or storyboard
PY
• EN2LC-IVc-d-2.5 Use an understanding of incidents, characters and settings
to validate predictions O
C

D
proper expression
E
EP
1 ROUTINE
D
• Teacher asks pupils to share the information about what they are
grateful for with their friends. Then, he or she picks 1-2 names
from the box or the bowl. These pupils share in front of the class.

You” and how you would read them with appropriate intonation.

and practice reading the poem, the story of “Pat and the Dentist”
or the Leveled Readers, Do Your Chores or Making a Fire, with
appropriate intonation. Teacher observes five pupils.
QUARTER 4 WEEK 36
c. Sight Words: And, Want, See, Of, Go, Here NOTES
The class will play Buzz with the sight words. After saying “Buzz”
the teacher will point to a word and the pupils say the word.
• Teacher asks volunteers to come to the front and lead the game.
Teacher may make the game harder by adding more sight words
previously learned.
2 (LEVELED READER : “THE END OF THE

WORLD”) AND SEAT WORK
Group B with teacher (easy or challenging text): Teacher

leads Group B pupils through each page of the book, asking them
to describe the pictures (e.g., I?) Then, she or he asks them to read
the page by themselves. He or she listens to the pupils read and
prompts the ones that have difficulty. He or she asks:
PY
What is the story is about?
What does the rooster want to do? What does he do?
What are the elements of the story? (Teacher can use the graphic
O
organizer on page 8 to capture the elements of the story)
Who are the main characters?
C
What other characters are there?
Where did the story takes place?
What happens in the end? How else could the problem have been solved?
D

Do you think Rooster learned a lesson? Why? Why not?
E

EP
• Teacher asks the pupils if the ending of the story matched their
predictions about the story and asks them why or why not.
D
Teacher asks which words the pupils do not understand and he or

she explains them.
Teacher asks: What are some of the words that are the same on
every page?
Teacher tells the pupils that these words make the book easier
to read. Then, he or she reads it and lets them follow with their
read each page.
Groups A: Composing Activity: Express an Idea Through an

Illustration
• Teacher tells pupils to draw their favorite part of the story

“Pat and the Dentist” and write a word, phrase or sentence to
accompany their drawing.
They do this while he or she works with Group B.
NOTES
STORYBOARD USING POST CARDS
Teacher asks pupils: Do you remember when we wrote post cards?

When do people write and send post cards? Teacher reminds pupils how they
write a post card. Let’s pretend Rooster sends a post card to Hen, from every
place he went to. Teacher explains how to write the post card and
writes sentence frames on the board:
Dear Hen,
Today I met a/an ___________. Text of post card
It told me to go ____________________.
Yours/Sincerely/ Drawing
NOTE
Rooster
PY
Remind pupils about the use
of a or an: Then, he or she explains pupils they will get in groups of 6 and
a monkey an eagle do a storyboard using post cards for the Leveled Reader, The End
of the World. Each pupil in the group will choose one animal and a
O
place where the rooster was and make a post card.
C
He or she tells them to use the sentence frame to write the reader
and to draw the place where the rooster is.
D
If some pupils in the group finish early, teacher tells them make
another post card about the beginning of the story, when rooster
E
decides to leave and one about the end when he is grateful to be

back in his yard.
EP
D
• Teacher assigns two levels of tasks: Post Card
Level 1: Pupils draw the place and complete the sentence frame.
Teacher tells pupils to use their Leveled Reader to find the words
they need.
Level 2: Pupils draw and write their post card using the sentence
frame. They may add more sentences.
QUARTER 4 WEEK 36
NOTES
4 (LEVELED READER: THE END OF THE WORLD)
AND SEAT WORK
Group A with teacher (less challenging text): Teacher leads

group A pupils through each page of the book, asking them to
describe the picture: What is the rooster doing? Then, he or she
asks them to read the page by themselves. He or she listens to the
Teacher asks:
What is the story about?
What are the elements of the story?(Teacher can use the graphic
organizer on below.)
What are the places where the story happens?
PY
Is there another way they could have solved the problem?
O
C
NOTE
Identify Story Elements
Characters Setting Problem Solution If pupils finish their work
D

E

EP
• The Leveled Readers

Another way that the problem Thing/s you like or do not like
Do Your Chores or Making
could have been solved: in the story:
a Fire
• The poem “Thank You”
D
• Any other text or poem

previously studied (from
Q3/Q4)
faster: one reads while the
clock and they try to read it
• Teacher asks which words the pupils do not understand and he or faster each time they try.
she explains them.
They read it backwards.
Then, he or she asks what words are the same on every page. (example: day moving is
He or she tells them that these words make the book easier to today)
read. Then, he or she reads it and lets them follow with their
They read words randomly:
one points to words at
read each page.
random and the other reads
Group B: Pupils begin their story board using post cards. They do them as fast as possible.
this while he or she works with Group A.
NOTES
• Teacher asks pupils to tell their families about their storyboard

using the post card.
DAY OBJECTIVES
5 • EN2S-IVa-e-3 Spell words with Short e, a, i, and o sound in CVC pattern


PY
proper expression
O
1
C
ROUTINE
a. Assessment: Spelling Two-Syllable Words with Short

D
Vowel Sounds
E
• Teacher distributes assessment sheet on page 146. Pupils fill in the

correct vowels. Teacher collects when pupils have finished.
EP

D

“Thank You,” and how they would read them with appropriate
intonation.

and practice reading the poem, the story of “Pat and the Dentist”
or their Leveled Readers, Do Your Chores or Making a Fire, with
appropriate intonation. Teacher observes five pupils.
QUARTER 4 WEEK 36
NOTES
2 GROUP WORK
(LEVELED READER: THE END OF THE WORLD)
Group B with teacher (easy or challenging text): Teacher leads

Group B pupils through each page of the book.
• Teacher asks them to describe the picture and asks:

What is the rooster doing? Then, he or she asks them to read the page
by themselves.
He or she listens to the pupils read and prompts the ones that
have difficulty.
Teacher asks:
What the story is about?
What are the elements of the story? (Teacher can use the graphic
organizer on page 143 to capture the elements of the story.)
PY
Where did the story takes place?
O
Is there another way the problem could have been solved?
C
D

she explains them.
E
• Then, he or she asks: What are some of the words that are the same on
EP
every page? He or she tells them that these words make the book
easier to read. Then, he or she reads it and lets them follow with
their finger. Teacher reads the book page by page and the pupils
D
echo read each page.
Group A: Pupils work on their storyboard using post cards.

They do this while the teacher works with Group B.
• Teacher invites pupils to share their story board made of post

cards and what they have learned in English about being thankful
and grateful.
NOTES ASSESSMENT
Look at the pictures closely. Fill in each blank with a correct vowel to
complete the word.
PY
O
C
E D
EP
D
QUARTER 4 WEEK 37
WEEK
37
TEACHER’S GUIDE
GRADE 2
PY ENGLISH
O
C
THEME: CARING FOR NATURE AND THE ENVIRONMENT

D
READ ALOUD STORY: FRUITS

E
EP
D

ENGLISH
Theme: Caring for Nature and the Environment

Read Aloud Story: Fruits (Author: Lolita J. Bulalacao; Illustrator: Crispin Dayao, Jr.)
Create and participate in oral
• Poem or Song
dramatic activities
G • EN2G-IVg-i-7.3 • Vocabulary and Spelling Games
Use the most frequently occurring
preposition (e.g. on, over, under, to,
from, above, etc.)
PWR • Read and spell words with short u
sound in CVC pattern*
S
PY
Daily
O
C
E D
EP
V • Give the meaning of words with the • Short u

short u sound*
D
PWR • Match pictures with short u words*

• Read words with short u sound in
CVC pattern (e.g., bug, fun.)*
1
stories consisting of two-syllable
proper expression

QUARTER 4 WEEK 37

about stories and texts they read and listen to and listen to and what they are thankful for
and about caring for the environment
b. Poem or Song
b. Poem or Song
• Teacher tells pupils to practice their fluency
c. Create and Participate in Oral Dramatic
reading a poem or Leveled Reader
Activities
PY
d. Fluency: Pupils practice reading the poems
Activities
learned to date and the Leveled Readers from
d. Fluency: Teacher makes groups for reading
O
Weeks 32, 34, or 36: Do your Chores, Making a
the poems learned to date and the Leveled Fire or The End of the World”
Readers from Weeks 32, 34 or 36: Do your
C
e. Vocabulary or Spelling activities and games
Chores, Making a Fire or The End of the World
• Pupils practice vocabulary or spelling short i
e. Vocabulary or Spelling activities and games
D
words from the list of words in the LM

• Teacher conducts games to practice on p. 182 by playing games
E
vocabulary or spelling short i words from the

list of words in the LM on p. 182
EP
D
2. Short u 2. Short u
• Teacher gives pupils exercises with words • Pupils complete short u exercises with words
with the short u sound in the LM on with the short u sound in the LM on pp. 375-
pp. 375-376 376
3. Fluency: Teacher listens to pupils practice 3. Fluency: Pupils practice reading their Leveled
reading their Leveled Reader, The End of the Reader, The End of the World
World
• Pupils create an oral drama of the text,
• Create oral drama of the text, The End of the The End of the World
World

V • EN2V-IIIa-b-13.1 • Read Aloud Story: Fruits
Structures
objects, illustrations, demonstration,
and context clues • Short u
V • Give the meaning of words with the
short u sound*
G • EN2G-IVg-i-7.3
Use the most frequently occuring
prepositions (e.g., on, over, under,
2 to,from, above, etc.)
PY
O
C
LC • EN2LC-IVg-3.15 • Read Aloud Story: Fruits
Recognize the difference between
“made-up” and “real” in texts
D
listened to • Answer Comprehension Questions

E

EP

3
D

QUARTER 4 WEEK 37

2. Read Aloud Story: Fruits 2. Read Aloud Story: Fruits
expressions. phrases or expressions that are unfamiliar
• Teacher models using new vocabulary and • Pupils talk about words, phrases or
structures expressions that are unfamiliar
• 3. Short u 3. Short u
• Teacher gives pupils short i exercises and • Pupils complete exercises

sentences to read
• Let’s Aim in the LM on p. 218
• Let’s Aim in the LM on p. 218
• We Can Do it in the LM on pp. 219-220
PY
• We Can Do it in the LM on pp. 219-220
4. Concluding the Session Prepositions of
4. Concluding the Session: Prepositions of location
location
O
• Pupils play game to learn prepositions
• Teacher plays game with pupils indicating location
C
D
2. Read Aloud Story: Fruits 2. Read Aloud Story: Fruits

E
• Teacher asks questions about what fruits the • Pupils share experiences about fruits they eat
EP
pupils at home at home. They talk about the cover of the

book.
D
• Pupils review words, phrases or expressions

that are unfamiliar
expressions
• Pupils listen attentively to the book being
• Teacher reads certain pages of the book
read and discuss based on their personal
(up to page 13) to the pupils and pauses for
experiences
pupils to discuss based on their personal
experiences
LC • EN2LC-IVi-j-2.6 • Read Aloud Story: Fruits
PY
Retell/reenact events from a story
O
C
G • EN2G-IVg-i-7.3
Use the most frequently occuring
prepositions (e.g., on, over, under,
D
to,from, above, etc.)

E
EP
4
D
LC • EN2LC-IVg-3.15
Recognize the difference between
“made-up” and “real” in texts
listened to

QUARTER 4 WEEK 37

• Teacher asks questions about the book and • Pupils answer questions about the book and
discuss whether this book is made up or real discuss whether this book is made up or real
information information
3. Composing: Labeling Parts of a Fruit and

Writing a Sentence
• Teacher tells pupils to draw a fruit of their

choice and complete a sentence frame:
• The ________________ is __________.

PY
2. Retelling of the Read Aloud Story: Fruits 2. Retelling of the Read Aloud Story: Fruits
O
• Teacher shows pictures to help pupils recall • Pupils recall information about the fruits in
information about the fruits in the book the book
C
3. Rereading of the Read Aloud Story: Fruits 3. Rereading of the Read Aloud Story: Fruits

D
• Teacher asks pupils to share their drawing • Pupils share their drawing and sentence in
E
and sentence in Day 3 Day 3

EP

• Teacher rereads the story pausing at • Pupils participate actively during the re-
D
some parts to ask questions and check reading of the story

comprehension
• Pupils discuss the book and compare real vs
• Teacher leads discussion and helps pupils made up with previous Read Aloud stories
compare real vs made up with previous Read like Whuush! and Pipit and the Kamagong Tree
Aloud stories like Whuush! and Pipit and the
• Pupils discuss the information and link to their
Kamagong Tree
personal experience and prior knowledge
• Teacher discusses the information and link
to their personal experience and prior
knowledge

LC
WC • EN2WC-IVd-g-1.6 • Read Aloud Story: Fruits

• Composing Activity: Pictograph
storyboard
PY
O
C
E D
EP
D
QUARTER 4 WEEK 37

• Teacher leads a game with prepositions • Pupils practice their prepositions by playing a
game
• Pupils will ask family about their favorite fruit
Assessment focus: Words with the short u Assessment focus: Words with the short u
sound, prepositions sound, prepositions
2. Composing Activity: Pictograph: Which fruit 2. Composing Activity: Pictograph: Which fruit
do you like best? do you like best?
• Teacher models how to make a pictograph • Pupils make a pictograph
• Teacher leads pupils into constructing their

PY
own pictograph
• Pupils share and read each other’s pictograph
O
pictographs
C
E D
EP
D
NOTES
DAY OBJECTIVES
1 • EN2G-IVg-i-7.3 Use the most frequently occurring prepositions
• EN2S-IVa-e-3 Spell words with CVC pattern
• Give the meaning of words with the short u sound*
• Match pictures with words with the short u sound*
• Read words in CVC pattern with short u sound *

(e.g., bug, fun)
• EN2F-IVg-j-4.2 Read phrases, sentences, and stories consisting of

two-syllable CVC words and some sight words with appropriate speed,
accuracy, and proper expression
PY
NOTE
continue to practice their reading skills. During Week 37, the teacher
During the next two weeks observes five pupils per day during English period and assesses their
observe how pupils answer Listening Comprehension using this table:
O
questions during activities
such as: Sharing information, 1 2
C
During Reading and After
Does not ask Asks and
Reading the Read Aloud, Asking/
questions and answers
During Reading of the LC Answering
does not answer questions
D
Leveled Text questions

questions correctly
correctly
E
NOTE
EP
During Week 38, the Spelling

as well and observe all pupils Play daily spelling games with one or two-syllable words with Short u
D
in the course of the sound in CVC pattern. Pages 383-384 in the LM has a list of words.
two-week period. Choose from the following activities:
a. Ask pupils to fill in the missing letter
b. Ask pupils to change the initial or final letter to make a new word
c. Ask pupils to read flash card
d. Write three words (two similar and one is different). Pupils identify
which one is different and say why.
Example: bug, cup, bus
e. Team A and Team B: Ask pupils from each team to come to the
baord and spell a word. The first to spell correctly gets a point for
the team.
f. In pairs, pupils quiz each other.
QUARTER 4 WEEK 37
NOTES
1 ROUTINE
• Teacher explains that the weekly theme will be “Caring for Nature
and the Environment.” In English we will study the words we use
to talk about nature and the environment.
• Teacher explains that this week they will also study words we use
to tell where things are. For example: on, over, under, to, from, above,
in. He or she asks pupils to take their pencil or pen and put it
somewhere (above their head, in their bag, under their chair, etc.)
and to say where their pen is using the sentence frame:
My pen is _________.
PY
Then, he or she picks five pupils- those who have last names with
three syllables. These pupils share in front of the class.
O
• Teacher plays 1 spelling game with pupils.
C
2 WORDS WITH THE SHORT u SOUND

D
NOTE
• Teacher distributes and conducts activities on words with Short u
E
sounds on pp. 375-376 in the LM: “Reading Words,” “We Can Do Pair each struggling reader
EP
It,” and “I Can Do It.” with a skilled reader.
Class checks the answers together.

D
3 FLUENCY
• Pupils practice reading the story of their Leveled Readers,

The End of the World.
They read the text faster and faster: one reads while the other
counts.
4 CONCLUDING THE SESSION NOTE
Make sure you bring a fruit

• Teacher tells pupils to get into groups of six and create a drama of and a knife to class for the
the story The End of the World. next lesson. Use the fruit to
explain new vocabulary such
as: peel, flesh, pulp, seed,
layer, casing, etc.
NOTES
DAY OBJECTIVES
2 • EN2G-IVg-i-7.3 Use the most frequently occurring preposition (e.g. on,

over, under, to, from, above, etc.)

• Give the meaning of Short u words*
• EN2G-IVg-h-7 Use most commonly occuring prepositions

1 ROUTINE
PY
a. Poems
• Teacher brings out poems from previous weeks and forms groups
of five around each poem. He or she asks pupils to think about
O
the words in the poem and how they would read them with
BRIDGING
C
Remember to let pupils
• Fluency practice: Teacher asks pupils to practice reading the poem.
use words or expressions
Teacher observes pupils in one group.
in Mother Tongue or
D
Filipino, then model

how to say the words in b. Spelling (see games and activities on page 156)
E
English.
• Teacher plays one spelling game with pupils.
EP
D
• Teacher lets pupils talk in pairs. What is your favorite fruit?
My favorite fruit is____________.
Then, he or she picks five names from the box or the bowl.
2 READ ALOUD STORY: FRUITS
a. Activating Prior Knowledge

Teacher says: What fruit do you like? Why do you like this fruit?
• Teacher gives pupils five minutes to talk in pairs. Then, he or she

calls volunteer pupils to share to the class.
QUARTER 4 WEEK 37
b. Unlocking Some Words and Expressions: NOTES
• Teacher brings out a fruit, cuts it open, and shows pupils the
different parts of the fruit and the English word for each: peel, BRIDGING
rind, flesh, pulp, seed, layer, casing, etc.
When explaining new
• Teacher explains the following words and expressions and asks vocabulary, do not
questions. translate immediately.
Use hand gestures and
fruit movement as much as
possible.
Teacher says: A fruit is a part of a plant. The plant has flowers.
The flowers have seeds to make new plants. When the flower dries up, the
fruit forms around the seeds to save them from birds, animals, getting wet
from too much rain or too dry from too much sunlight. Fruits are good to eat. NOTE
Name a fruit you like-- Teacher should show the

fruit she has brought in.
ripe, ripen
PY
Teacher says: A fruit is ripe if it has fully grown and developed. NOTE
When a fruit is just starting to grow, it is sometimes small and not ripe.
Teacher shows
That means it is not ready for eating or to fall off the tree, like a green
illustrations or pictures
O
mango or a green papaya. Slowly the fruit ripens, or becomes ripe. It
to compare ripe and unripe
changes its color and is ready to eat. What is the color of a ripe mango?
fruits.
C
-ish
Teacher says: In English when you want to say that something is a little
D
bit of this or a little bit of that, you use the word and add the sound
–ish. For example, a green fruit with some yellow can be said to be BRIDGING
E
yellowish. A sky just before night time can be said to be darkish, it is not Some words are easy
dark yet, but almost dark. to explain by showing
EP
the picture in the book,
3 SHORT u example: humps, bunch,

elongated, layer, casing,
D
cluster, dozen, stalk.

• Teacher distributes pp. 378-380 of the LM (“We Can Do It”) and
conducts activities with words with Short u sounds Class checks
together.
• Teacher plays game with pupils using prepositions for location.

Example: Put your hands UNDER your chair.
Put your arms OVER your head.
Put your finger ON your nose.
Put your hands BETWEEN your knees.
Etc.
NOTES
DAY OBJECTIVES
• EN2G-IVg-i-7.3 Use the most frequently occurring prepositions
3 • Spell words with the Short u sound in CVC pattern*
• EN2LC-IVg-3.15 Recognize the difference between “made-up” and “real” in

texts listened to

1 ROUTINE
a. Poems
BRIDGING • Teacher brings out poems from previous weeks and forms
groups of five around each poem. He or she asks pupils to think
PY
Remember to let pupils about the words in the poem and how you would read them with
use words or expressions appropriate intonation.
in Mother Tongue or
Filipino, then model • Fluency practice: Teacher asks pupils to practice reading the poem.
O
how to say the words in Teacher observes pupils in one group.
English.
C
• Teacher plays a spelling game with pupils.
E D
EP
• Teacher lets pupils talk in pairs about the question, What fruits do
you eat at home?

D
At home we eat ____________.
Then, he or she picks five names from the box or the bowl.
2 READ ALOUD STORY: FRUITS
BRIDGING a. Accessing Previous Knowledge

Ask pupils for the name • Teacher shows the cover of the Read Aloud Story ,Fruits, and asks
of the author and the a pupil to read the title. Then he or she asks pairs to discuss: What
illustrator. do they know about fruits? What do they look like on the outside? What
do they look like on the inside? What do they taste like? He or she asks
a few pairs to share their answer. He or she then asks pupils to
describe what they see on the cover.
QUARTER 4 WEEK 37
• Teacher reads pages 4 to 13 to the pupils. For each new fruit, he

or she points to the different parts of the fruit and asks pupils to
say the English word for it. Then, he or she asks pupils to discuss
in pairs: Do you like this fruit? He or she asks a few pairs to share.
Teacher asks:
What fruits did we learn about?
Which one do you like best?
Do you know different kinds of bananas?
Have you tasted calamansi? What does it taste like?
What is special about the coconut?
What is the legend about the lansones?
PY
• Then teacher leads a discussion between “made-up” and “real” in
texts. He or she asks pupils if the information in the book, Fruits.
He or she asks: Is this book real or made up? How do they know?
O
• He or she asks pupils to discuss in pairs and then asks a few pairs
C
to share.
• Teacher then asks pupils if the story of Ling-Ling and Paros in the
D
book, Whuush!, is real or made up and how do they know. He or

she asks pupils to discuss in pairs. He or she asks a few pairs to
E
share.
EP
• Teacher asks pupils if the story of Pipit in the book, Pipit and the
Kamagong Tree, is real or made up and how do they know. He or
she asks pupils to discuss in pairs. He or she asks a few pairs to
share.
D
3
COMPOSING: LABELING PARTS OF A FRUIT
AND WRITING A SENTENCE ABOUT IT
NOTE
• Teacher shows pupils a drawing of a fruit on manila paper and When using sentence frames,
writes the English words for the parts of the fruit. He or she then always encourage pupils to
asks pupils to draw a fruit of their choice, label the parts using the compose more than the one
words on the board and complete a sentence frame: sentence, if they are able.
The sentence frame scaffolds
writing for pupils who need
The ______________ is __________ . more support, but should
never limit what other pupils
want to express.
NOTES
BRIDGING
Label the fruit in several
languages to help pupils
understand each part of
the fruit.
• Teacher tells pupils to tell their family members about the Read
Aloud Story, Fruits.
DAY OBJECTIVES
PY
• EN2S-IVa-e-3 Spell words with a CVC pattern

O
• EN2LC-IVg-3.15 Recognize the difference between “made-up” and “real” in
texts listened to
C
drawing on personal
E D
1 ROUTINE
EP
a. Poems
D

b. Spelling (See Games And Activities On Page 174)

• Teacher plays a spelling game with pupils.
• Teacher lets pupils talk in pairs. He or she asks pupils to share
their drawing and sentence about a fruit from the previous lesson.
First they share in pairs, then he or she asks pairs to come up and
share with the class.
QUARTER 4 WEEK 37
NOTES
2 RETELLING OF READ ALOUD STORY: FRUITS
• Teacher shows the pictures of the Read Aloud Story Fruits one by
one and calls on pupils to recall details and information about that
fruit.
3 READ ALOUD BOOK: FRUITS
• Teacher tells pupils he or she will read the book again. He or she
tells them to listen for and watch for information they missed in
the first reading. For example: Are all the lansones seeds the same size?
PY
• Teacher explains that they will discuss new information and pause
O
pauses and asks questions about details: peel/skin, rind, seeds, size of
C
the plant, etc.
D
• Teacher conducts a game to bring out English vocabulary about

E
fruits.
EP

BRIDGING
D
• Teacher plays game with pupils using prepositions for location.

Teacher should use a
Example: Total Physical Response
Put your hands BETWEEN your knees. approach in teaching
Put your palm UNDER your chin prepositions. Always
Put your fingers IN your ears. demonstrate the body
Put your nose ON your desk. part before giving the
After one or two minutes she tells pupils to play this game in pairs. One gives direction of what is to be
a command, the other does it. Then, they switch roles. done.
• Teacher tells pupils to ask their family members what fruit they
like and share that information with the class for the next lesson.
NOTES
DAY OBJECTIVES
1 ROUTINE
a. Assessment: Words with Short u Sound

• Teacher distributes p. 386 in the LM and tells pupils to complete
sections the activity, “I Can Do It.”
• When pupils have finished, teacher collects.
PY
b. Prepositions
• Teacher asks pupils to draw a banana in the middle of the page.
O
Then, he or she tells pupils to draw:
A mango ABOVE the banana
C
A papaya UNDER the banana
A seed INSIDE the mango
Guavas BETWEEN the banana and the mango
D
NOTE When pupils have finished, teacher collects their work.

E
The objects in the drawing

should be positioned as in
EP
the image on the right.

D
• Teacher lets pupils talk in pairs. What fruits do people in your family
like? For each fruit mentioned, he or she writes the name on the
board. He or she gives them a sentence frame to complete:
My family likes _______________.
QUARTER 4 WEEK 37
NOTES
PY
2 COMPOSING ACTIVITY: PICTOGRAPH
• Teacher shows pupils how to make a pictograph about fruit.

O
He or she explains that for each answer that is a YES, you draw
the fruit. She draws five fruits that are written on the board from
C
the previous activity.
Then, he or she asks pupils to think which one is their favorite,

D
they pick only one. He or she then asks them to put up their hands
when she names their favorite fruit. He or she names each fruit,
E
counts the number of hands up, call sout loud, and then draws
that number of fruits (see image). Then, he or she asks: which fruit is
EP
the big favorite?
Then, he or she composes a sentence and writes it on the board,

D
example: Mango is the favorite fruit of the class. NOTE
• Teacher tells pupils they will make a pictograph in pairs. Struggling pupils need only
write the word for each fruit
–– Each pair will draw and write the name of five fruits at the
for their illustrations. More
bottom of their paper.
advanced pupils try to write
–– Each pupil will ask five friends (10 total) which of the five fruits a phrase or sentence about
is their favorite. For each answer, they draw the fruit on their their pictograph.
pictograph
• Teacher tells pupils to get into pairs to make their pictograph of

favorite fruits.
• Teacher asks pupils to share and read each other’s pictograph.
QUARTER 4 WEEK 38
WEEK
38
TEACHER’S GUIDE
GRADE 2
PY ENGLISH
O
C
THEME: CARING FOR NATURE AND THE ENVIRONMENT

D
READ ALOUD STORY: FRUITS

E
LEVELED READER: ANIMALS HERE, ANIMALS THERE

EP
D

ENGLISH
Theme: Caring for Nature and the Environment

Read Aloud Story: Fruits
Leveled Reader: Animals Here, Animals There(Author: Glenda Oris; Illustrator: Aldy Aguirre)
Dramatize familiar stories, rhymes,
• Poem or Song
and poems
G • EN2G-IVg-i-7.3 • Fluency/Spelling Activities
Use the most frequently occurring
preposition
PWR • EN2PWR-IVh-17.2
Differentiate and read correctly
CVC words
Daily
PY
O
C
D
SS • EN2SS-IVh-1.2 • Read Aloud Story: Fruits

E
Interpret pictographs
• Pictograph
EP
Express idea through illustrations or • Sight Words

storyboard
• Two-Syllable Words
V • EN2V-IVa-e-22
D

1
words with short vowel sounds

QUARTER 4 WEEK 38

• Teacher asks questions allowing pupils to talk • Pupils talk about fruits and caring for nature
about fruits and caring for nature
b. Poem or Song
b. Poem or Song
• Pupils recite a poem or sing a song.
• Fluency: Pupils practice reading the poems
learned to date and the Leveled Readers from
PY
• Fluency: Teacher makes groups for reading Weeks 32, 34 or 36: Leveled Readers from
the poems learned to date and the Weeks 32, 34, or 36: Do Your Chores, Making
a Fire, Animals Here, Animals There
c. Vocabulary, Phonics, or Grammar Activities,
O
and games c. Vocabulary, Phonics, or Grammar Activities,
and games
C
• Teacher conducts games to practice
vocabulary, phonics, or grammar • Pupils develop their vocabulary, phonics, and
grammar through activities and games
D
E

EP
2. Composing Activity: Finish pictograph of ten 2. Composing Activity: Finish pictograph of ten
friends’ favorite fruit friends’ favorite fruit

D
• Teacher discusses sight words and starts a • Pupils read the sight words and participates in
game to reinforce lesson the game
4. Concluding activity 4. Concluding the Session
• Teacher conducts game with sight words • Pupils practice sight words through a game
• Teacher organizes dramatization of stories • Pupils plan a dramatization of a familiar story


F • EN2F-IVg-j-4.2 • Read Aloud Story: Fruits
• Storyboard
consisting of two-syllable short e,
a, i, o, and u words and some sight • Two-Syllable words with short e, a,
words with appropriate speed, and i sounds
V • EN2V-IVh-j-22
2 words with short vowel sounds
PY
V • EN2V-IIIa-b-13.1 • Leveled Reader: Animals Here,
Give the meaning of words used Animals There
O
Structures
C
SS • EN2SS-IVh-1.2 • Group A: Read Leveled Reader
• Group B: Fluency and Illustration
D
RC • EN2RC-IVe-2.16
E

EP

3 LC • EN2LC-IVh-3.1
Identify important details in
expository text listened to
D
a, i, o, and u words and some sight
words with appropriate speed,
storyboard
QUARTER 4 WEEK 38

1. Routine (same as above under Daily 1. Routine (same as above under Daily
Activities) Activities)
• Group work • Group work
2. Dramatization of story 2. Retelling the Story
• Teacher leads pupils to present their • Pupils present their dramatization

dramatization
3. Two-syllable words
3. Two-syllable words
• Pupils complete exercises on pp. 360-361
• Teacher gives pupils story to read and of the LM: “Get Set” and “Let’s Aim”4.
exercises to complete on pp. 360-361 Concluding the Session
of the LM: “Get Set” and “Let’s Aim”
• Pupils participate in the game
• Teacher conducts a game to reinforce
PY
prepositions
(refer to the Daily Activities) O (refer to the Daily Activities)
2. Leveled Reader: Animals Here, Animals There 2. Leveled Reader: Animals Here, Animals There

C
• Teacher unlocks unfamiliar words and • Pupils review words that are unfamiliar.
expressions.
D

• Teacher asks questions to stimulate pupils’ They talk about the cover of the story, and
E
interest about the book and to identify set a purpose for reading
EP

• Teacher circulates as groups read the story in
D

pairs
Group A: During Reading Activities with the
teacher
• Pupils do a picture walk, answer questions
teacher
to link to prior knowledge, identify high
• Teacher does a picture walk, asks questions frequency words, read the text, and echo
to link to prior knowledge, points out high read the Leveled Reader
V • EN2V-IIIa-b-13.1 • Leveled Reader: Animals Here,

Give the meaning of words used Animals There
• Sight Words
objects, illustrations, demonstration
and context clues • Read a Leveled Reader
SS • EN2SS-IVh-1.2
• Groups A and B: Read Leveled
PY
Reader
Express idea through illustrations
and storyboard • Groups A and B : Fluency and
O
RC • EN2RC-IVe-2.16 Pictograph
C
LC • EN2LC-IVh-3.1
D
4 Identify important details in

expository text listened to
E
EP

a, i, o, and u words and some sight
words with appropriate speed,
D
accuracy and proper expression

QUARTER 4 WEEK 38

Group B: Seat Work Group B: Seat Work
• Fluency and Composing Activity: Illustration: • Fluency, Spelling, and Composing Activity:
Teacher asks pupils to illustrate their favorite Illustration
animal
• Pupils illustrate their favorite animal
• Preparing for the next day
• Preparing for the next day
Group B: During Reading Activities with the Group B: During Reading Activities with the
teacher teacher
• Teacher does a picture walk, asks questions • Pupils do a picture walk, answer questions
PY
to link to prior knowledge, points out High to link to prior knowledge, identify high
Frequency words, listens to pupils as they frequency words, read the text then and echo
read and leads pupils through echo reading O read the Leveled Reader
Group A Seat work Group A: Seat work
• Fluency, illustration of favorite animal • Pupils practice their spelling and fluency and
C
finish their illustrations
3. Composing: Pictograph of favorite animals
3. Composing: Pictograph of favorite animals
D
• Teacher instructs making a pictograph of

favorite animals • Pupils listen to teacher as s/he models writing
E
activity, making a pictograph of favorite

animals
EP

Teacher Activities
D
• Teacher does a picture walk asks questions

teacher
to link to prior knowledge, points out high
frequency words, listens to pupils as they • Pupils do a picture walk, answer questions
read and leads pupils through echo reading to link to prior knowledge, identify high
frequency words, read the text, and echo
Groups B: Seat work
read the Leveled Reader
• Writing activity: Pictograph of favorite animals
Groups B: Seat work
• Pupils begin their pictograph of favorite

animals

WC • EN2WC-IVd-g-1.6 • Leveled Reader: Animals Here,

Express idea through illustrations Animals There
and storyboard
• Sight words
• Group B: Read Leveled Reader
• Groups A: Fluency and Pictograph
PY
5
O
C
E D
EP

D
QUARTER 4 WEEK 38

• Homework: Teacher tells pupils to tell • Homework: Pupils tell their family about the
their family about the Leveled Reader and the Leveled Reader and the animals described in
animals described in it it
Assessment focus: Spelling Assessment focus: Spelling
two-syllable words two-syllable words
Group B: During Reading Activities with the Group B: During Reading Activities with the
teacher teacher
predictions, points out high frequency words, identify high frequency words, read the text,
listens to pupils as they read, and leads pupils and echo read the Leveled Reader
PY
through echo reading
Groups A: Seat work
Groups A: Seat work
• Pupils work on their post card/ storyboard
• Writing activity: post card /storyboard
O of the Leveled Reader , Animals Here, Animals
There
C
pictographs and what they have learned about • Pupils share their pictographs and what
D
caring for the environment they have learned about caring for the
environment
E
EP
• Teacher invites pupils to choose something to

read independently or in pairs • Pupils choose something to read
independently or in pairs
D

NOTES
DAY OBJECTIVES
• EN2OL-IVh-j-1.6 Dramatize familiar stories, rhymes, and poems
• EN2PWR-IVh-17.2 Differentiate and read correctly words with Short e, a,

i, o, and u sounds
• EN2SS-IVh-1.2 Interpret pictographs
• EN2WC-IVd-g-1.6 Express idea through illustrations and storyboard
• EN2V-IVh-j-22 Give the meaning of two-syllable words with short vowel

sounds

NOTE
During Weeks 37 and 38 five pupils per day during English period and assessed their
teachers will observe how Listening/Reading Comprehension using this table:
PY
pupils answer questions
during activities such as:
1 2
Sharing Information, During
Does not ask Asks and
Reading and After Reading Asking/
O
the Read Aloud, During questions and answers
LC Answering
Reading of the Leveled does not answer questions
C
questions
Reader questions correctly
correctly
NOTE
D
During Week 38, the Phonics

E

Play daily phonics games with one or two-syllable words with CVC
EP
pattern. Choose from the following:

course of the two-week a. Ask pupils to fill in the missing letter
period.
D
b. Ask pupils to change the initial or final letter to make a new word
c. Ask pupils to read flash card
d. Have pupils notice consonant blends that have the same sound in
English as in Mother Tongue and/or Filipino. Example: tr at the
beginning of a word.
e. Team A and Team B. Ask pupils from each team to come to the
board and spell a word. The first to spell correctly gets a point for
the team.
f. In pairs, pupils quiz each other: one says a word, the other writes it,
together, they check the spelling
g. Ask pupils to read similar words with short vowel sounds correctly.
Example: pan- pen- pin-pun, bag-beg-big-bug-bog, trip-trap, fog-
sog-bog-frog-blog
QUARTER 4 WEEK 38
NOTES
1 ROUTINE
a. Poems
• Fluency practice: Teacher asks pupils to practice reading the

poem. Teacher observes pupils in one group.
b. Fruits
• Teacher explains that they will pretend they are making fruit salad.
Each pupil in turn contributes a fruit to put in the salad and they
will add it to the list of fruits. They all try to repeat the fruits that
PY
were mentioned.
• Teacher begins the game: In my fruit salad, I like pineapple.

Pupil 1: In my fruit salad, I like pineapple, and orange.
O
All pupils: In my fruit salad, I like pineapple, and orange.
Pupil 2: In my fruit salad, I like pineapple, orange, and kiwis.
C
All pupils: In my fruit salad, I like pineapple, orange, and kiwis.
And so on!
D
E
• Teacher asks pupils if they remember the Read Aloud Story

EP
of Pipit and the Kamagong Tree. What did Pipit do to help the Kamagong
trees? He or she picks 1-2 names from the box or bowl. These
D
2 COMPOSING ACTIVITY: PICTOGRAPH
• Teacher tells pupils to bring out and complete their pictographs of

the favorite fruits of ten of their friends.
3 SIGHT WORDS: AND, WANT, SEE, OF, GO, HERE
• Teacher writes the words and, want, see, of, go, here on the
He or she explains the meaning of each word. He or she then
plays the game, “Buzz.” He or she points randomly (not in order)
at each word, saying “Buzz,” and the pupils have to say the word
he or she is pointing to. He or she goes faster and faster.
NOTES • Teacher may make the game more complex with previously
learned sight words such as: says, she, he, the.
NOTE • Teacher asks pupils if they remember the story of “Pat and Ted”.
Teacher puts pupils in groups of three. In their groups, pupils plan
Pupils can reread the story if a dramatization of the story: one pupil plays the role of Pat, one
they need/want a review. pupil plays the role of Ted, one pupil plays the role of Jim, the vet.
DAY OBJECTIVES
• EN2PWR-IVh-17.2 Differentiate words with the short vowel sound
PY
two-syllable words with Short e, a, and i sounds and i, o, a, and u some sight
words with appropriate speed, accuracy, and proper expression
• EN2V-IVh-j-22 Give the meaning of two-syllable words with short vowel

O
sounds
C
1 ROUTINE
D
a. Poems
E
• Teacher brings out all the poems and forms groups of five around
each poem. He or she asks pupils to think about the words in the
EP
poem and how they would read them with appropriate intonation.

D
b. Phonics (see games and activities on page 196)

• Teacher plays a phonics game with pupils.
• Teacher asks pupils in pairs to present their pictographs. He or she
encourages classmates to ask questions.
2 GROUP WORK: ORAL DRAMATIC ACTIVITY
• Teacher asks pupils to present their dramatization of the story of

“Pat and Ted” in groups of three: one pupil plays the role of Pat,
one pupil plays the role of Ted, one pupil plays the role of Jim, the
vet.
QUARTER 4 WEEK 38
• Teacher gives the following instructions: NOTE NOTES
a. Pupils decide their individual roles (e.g. narrator, character). Teacher may read the
sentences to a small group
b. Pupils individually rehearse their dialogues with expressions.
of pupils with reading
c. If needed, groups create background sounds during dramatization. difficulties.
d. Groups rehearse before class presentation.
3 2-SYLLABLE WORDS
• Teacher distributes LM p. 360 “Get Set” and LM p. 361 “Let’s

Aim” and asks pupils to complete the activities.
• Teacher collects to assess pupil vocabulary skills.
4 CONCLUDING THE SESSION: PREPOSITIONS
PY
• Teacher plays game with pupils using prepositions for location
class (see Week 37 day 4). O
OBJECTIVES DAY
• EN2OL-IVf-g-1.6 Dramatize familiar stories, rhymes, and poems
C
• EN2PWR-IVh-17.2 Differentiate and read correctly words with short

3
D
vowel sounds
E

through real objects, illustrations, demonstration and context clues
EP
• EN2RC-IVe-2.16 Use clues to make and justify predictions before, during

D
• EN2LC-IVh-3.1 Identify important details in expository text listened to

two-syllable words with Short e, a, and i sounds and some sight words with
appropriate speed, accuracy and proper expression NOTE
There are two levels of

1 ROUTINE Leveled Readers used for
different groups. The easier
a. Poems text is identified with the
single dot mark on the cover
• Teacher brings out all the poems and forms groups of five around of the book. The more
each poem. He or She asks pupils to think about the words in the challenging text is identified
poem and how they would read them with appropriate intonation. with two dot marks on the
cover of the book.
NOTES • Fluency practice: Teacher asks pupils to practice reading the

poem. Teacher observes pupils in one group.

• Teacher plays a phonics game with pupils.
2
LEVELED READER:
ANIMALS HERE, ANIMALS THERE
Average and advance groups read the more challenging text.

(This can be identified with two dot marks on the cover of the
book.)
Pupils with less reading proficiency read the easy text.

(This can be identified with the single dot mark indicated on the
cover of the book.)
PY
a. Sharing Information/Activating Prior Knowledge
Teacher says: Class, we have been reading about fruits and today we will
O
read about animals. Plants and wild animals are parts of nature. We must
care for nature if we want the wild animals to survive. Do you know what a
C
wild animal is? Do you know the names of any wild animals?
• Teacher picks 1-2 names from the box or the bowl. These pupils
share in front of the class.
E D
b. Unlocking Some Words and Expressions

EP
Teacher explains the following words by showing the pictures in

the book.
Lion, grassland, camel, desert, giraffe, savannah, eagle, whale, crocodile,
D
tortoise, elephant
c. Making Predictions
• Teacher distributes the Leveled Reader, Animals here, Animals
There, and asks pupils to look at the cover. Teacher asks pupils to
describe what they see in the picture. He or she picks a few pairs
to answer the questions.
• Teacher asks pupils if they know where some wild animals live and
what they eat. Teacher asks pupils to discuss in pairs. He or she
• Teacher asks pupils to read the title. Then, he or she asks pupils to
QUARTER 4 WEEK 38
story is Animals Here, Animals There. Teacher asks pupils to look at
the pictures and read the book in pairs.
GROUP WORK: GUIDED READING (LEVELED

3 READER: ANIMALS HERE, ANIMALS THERE) AND
SEAT WORK
• Group A with teacher (easy text): Teacher leads Group A pupils

through each page of the book, asking them to describe the
picture: What does the lion look like? Where is he? What is he doing?
Then, he or she asks them to read the page to themselves.
have difficulty. He or she asks the same questions on every page.
PY
At the end of the book she asks pupils to look at the pictograph
and count how many of each animal were there. O
Teacher asks: What can you tell me about the lion? The camel?
The giraffe? The eagle? The whale? The crocodile? The tortoise? The
C
elephant?
Do you like this book? Why? Why not?

D

she explains them.
E
Then, he or she asks for words that appear on every page. He or

EP
she asks them if they can find any of the sight words studied and NOTE
put their finger on it: and, want, see, of, go, here. He or she tells
them that these words make the book easier to read. Then, he or If pupils finish their work
D
she reads it and has them follow with their finger. Teacher reads early, have them read
the book page by page and the pupils echo read each page. different texts in pairs to
Group A: Composing activity: Writing a reaction to the book
through an illustration • The Leveled Readers,
Do Your Chores, Making
• Teacher asks pupils to name the animals in the book. Teacher a Fire, or The End of the
tells pupils to draw their favorite animal in this book and write the World
name of the animal below. They can write a phrase or sentence to
accompany their drawing if they want to. • Any other text or poem
previously studied
They do this while the teacher works with Group A. (from Q3/Q4)

faster: one reads while the
• Teacher tells pupils that for the next day they will switch groups. clock and they try to read it
Group B should finish their illustration of their favorite animal. faster each time they try.
NOTES
DAY OBJECTIVES
• EN2PWR-IVh-17.2 Differentiate and read correctly the Short e, a, i, o,

and u
through real objects, illustrations, demonstration and context clues
• EN2RC-IVe-2.16 Use clues to make and justify predictions before, during

PY
two-syllable words with short vowel sounds and some sight words with
appropriate speed, accuracy, and proper expression
O
1 ROUTINE
C
a. Game: Prepositions
D
• Teacher plays game with pupils using prepositions for location

(see Week 37, Day 4).
E
EP

• Teacher plays one phonics game with pupils.
D
c. Sight Words: And, Want, See, Of, Go, Here

• The class will play Buzz with the sight words. After saying “Buzz”
the teacher will point to a word and the pupils say the word.
• Teacher asks volunteers to come to the front and lead the game.
• Teacher may make the game harder by adding more sight words
previously learned.

2 READER : ANIMALS HERE, ANIMALS THERE)
AND SEAT WORK
Group B (more challenging text): Teacher leads Group B pupils

through each page of the book, asking them to describe the picture.
QUARTER 4 WEEK 38
Then, he or she asks them to read the page by themselves. NOTES

At the end of the book, he or she asks pupils to look at the
pictograph and count how many of each animal were there in the
book.
Then, he or she asks:

What can you tell me about the lion? The camel? The giraffe? The eagle?
The whale? The crocodile? The tortoise? The elephant?
Teacher asks which words the pupils do not understand and he or

she explains them.
Then, he or she asks what words are the same on every page.
He or she asks them is they can find any of the sight words studied
and put their finger on it: and, want, see, of, go, here. He or she
tells them that these words make the book easier to read. Then,
PY
he or she reads it and lets them follow with their finger. Teacher
reads the book page by page and the pupils echo read each page.
Groups A: Teacher asks pupils to complete their illustrations

O
begun in Day 3. They do this while he or she works with Group B.
C
PICTOGRAPH OF FAVORITE ANIMALS
D
Teacher asks pupils: Do you still remember our pictographs of

E
favorite fruits? Today we will do a pictograph of our favorite animals.

EP
This time you will work alone. You will ask ten friends to show you their
illustration of their favorite animal in the book, Animals Here, Animals
There.
D
• Teacher shows pupils how to make a pictograph about animals.

He or she explains that for each answer that is a YES, you draw
the animal.
1. Draw and write the names of the nine animals on the side of your
paper
2. Each pupil will ask ten friends to show you their illustration of
their favorite animal from the book. For each answer, draw the
animal on your pictograph.
NOTES
Differentiated Instruction:
Teacher assigns two levels of tasks: Pictograph
NOTE Level 1: Pupils draw their pictograph. Teacher tells pupils to use
their Leveled Reader to find the words they need.
early, have them read Level 2: Pupils draw and write a sentence about their pictograph.
different texts in pairs to Example: four friends like the eagle.
increase their fluency: They may add more sentences if they wish.
• The Leveled Readers, GROUP WORK: GUIDED READING (LEVELED
a Fire, or The End of 4 READER: ANIMALS HERE, ANIMALS THERE) AND
SEAT WORK
the World
• Any other text or poem Group A (less challenging text): Teacher leads Group A pupils
previously studied through each page of the book, asking them to describe the picture:
(from Q3/Q4) What does the lion look like? Where is he? What is he doing? Then, he or
PY
They read the text faster she asks them to read the page by themselves. He or she listens to
and faster: one reads while the pupils read and prompts the ones that have difficulty. He or she
the other counts or watches asks the same questions on every page.
O
the clock and they try to At the end of the book, she asks pupils to look at the pictograph
read it faster each time they and count how many of each animal were in the story.
C
try.
Then he or she asks:
They read it backwards. What can you tell me about the lion? The camel? The giraffe? The eagle?
D
(example: day moving is The whale? The crocodile? The tortoise? The elephant?
today) Do you like this book? Why? Why not?
E
They read words randomly: • Teacher asks which words the pupils do not understand and he or
one points to words at
EP
she explains them.

random and the other reads
them as fast as possible. Then, he or she asks what words are the same on every page.
He or she asks them if they can find any of the sight words studied
D
and put their finger on it: and, want, see, of, go, here. He or she
• Group B: Pupils begin their pictorgraph. They do this while the

teacher works with Group A.
• Teacher asks pupils to tell their families about their Leveled

Reader and the animals they learned about.
QUARTER 4 WEEK 38
NOTES
OBJECTIVES DAY
• EN2PW-IVh-17.2 Differentiate and read correctly words with short vowel

5
sounds

• EN2RC-IVe-2.16 Use clues to make and justify predictions before,

during and after reading (titles, pictures)
PY
two-syllable words with Short e, a, and i sounds and some sight words with
appropriate speed, accuracy, and proper expression O
1 ROUTINE
C
a. Assessment
D
• Spelling
Teacher gives spelling test of CVC words with short vowel
E
sounds. Teacher chooses the words according to words used

during the spelling games of Weeks 37 and 38.
EP
• Interpreting Pictographs
Teacher distributes a pictograph with questions (see page 211).
When pupils are finished, teacher collects papers.
D
b. Poem: Oral Activity

• Teacher tells pupils to get into groups of nine. They each play the
role of one of the animals in the book. They dramatize the story,
each pupils introduces him and herself as the animal:
I am a lion, I live in the grassland.

I am a camel, I live in the desert.

2 READER: ANIMALS HERE, ANIMALS THERE)
AND SEAT WORK
Group B (more challenging text): Teacher leads Group B pupils

through each page of the book, asking them to describe the picture:
What does the lion look like? Where is he? What is he doing?
NOTES Then, he or she asks them to read the page to themselves.

NOTE
At the end of the book, he or she asks pupils to look at the
pictograph and count how many of each animal were in the book.
different texts in pairs to Then he or she asks:
increase their fluency: What can you tell me about the lion? The camel? The giraffe? The eagle?
The whale? The crocodile? The tortoise? The elephant?
• The Leveled Readers,
a Fire, or The End of the • Teacher asks which words the pupils do not understand and he or
World she explains them.
• Any other text or poem Then, he or she asks what words are the same on every page.
previously studied He or she asks them is they can find any of the sight words studied
(from Q3/Q4) and put their finger on it: and, want, see, of, go, here. He or she
They read the text faster
PY
and faster: One reads while
the other counts or watches
the clock and they try to Group A: Pupils work on their pictograph. They do this while the
read it faster each time they teacher works with Group B.
O
try.
3
C
• Teacher invites pupils to share their pictographs and what they

D
have learned in English about caring for nature.

E
EP

D
Questions:
1. How many books did Paul read?
2. Who read the most books?
3. Who read the least books?
4. How many books did Carol read?
5. Who read two books?
QUARTER 4 WEEK 38
Word Families - Short i Sound - Mostly CVCC and CCVCC pattern words.
ift ilk ilt imp inch int isk
gift bilk built limp cinch dint disk
lift milk guilt chimp finch hint risk
rift silk hilt pinch lint wisk
sift jilt winch mint whisk
shift kilt tint
silt quint
tilt
wilt
quilt
ist ift imp int isk

fist width drift blimp flint brisk limb
list swift crimp glint frisk
mist fifth thrift pimp print knit
PY
skimp stint
filth scrimp splint wring
shrimp sprint
O
sixth squint wrist
C
writ
Word Families - Short i Sound - Mostly CCVC pattern words.

D
bl cl fl gl sl br cr dr fr
E
blip clip flip glib slid brig crib drip frill

bliss cliff flit glitch slim brim crick drill frizz
EP
blink click flick slip brick drink

clink fling slit bring gr pr
cling slick brink grid prig
D
sling grim prim

slink grin prick
st sw tw spl spr str sn grip tr
stick swig twig split sprig strip snip grit trip
stiff swim twin spring string snit grill trim
still swill twit sniff sk trill
sting swiss twill snitch skid trick
stink swish twink skim sp
stitch swing twitch skin spin
switch skip spit
shr thr squ skit spill
shrill thrill squib skiff
shrink squid skill
squish
QUARTER 4 WEEK 39
WEEK
39
TEACHER’S GUIDE
GRADE 2
PY ENGLISH
O
C
THEME: RESPECTING NATURE AND ALL LIVING THINGS

D
READ ALOUD STORY: MESSAGE IN THE SAND

E
EP
D

ENGLISH
Theme: Respecting Nature and All Living Things

Read Aloud Story: Message in the Sand (Author: Charmaine Aserappa; Illustrator: Roel Obemio)
OL • EN2OL-IVh-j-1.6 • Sharing Information and News
Dramatize familiar stories, rhymes,
• Poem or Song
and poems
PWR • EN2PWR-IVj-2.8 • Spelling Games
Write correctly the two-syllable
words that name the pictures
LC • EN2LC-IVi-j-2.6
story
PY
Daily
O
C
E D
EP
V • EN2V-IVa-e-22 • Short Vowels

words with short vowel sounds
D
PWR • EN2PWR-IVj-2.8
Match the two-syllable words with
1
the correct pictures
• EN2PWR-IVj-15.2
of short vowel words
(pigpen, magnet, . . .)
QUARTER 4 WEEK 39

about stories and texts they read and listen to and listen to and about nature and caring for
and about nature and caring for living things living things
• Teacher tells pupils to practice their fluency • Pupils participate in read along of text
in reading a poem or Leveled Reader
PY
c. Create Oral Dramatic Activities Activities
d. Fluency: Teacher makes groups for reading d. Fluency: Pupils practice reading the poems
the poems learned to date and the Leveled
O learned to date and the Leveled Readers
Readers from Weeks 32, 34, 36, or 38: Do from Weeks 32, 34, 36, or 38: Do your Chores,
your Chores, Making a Fire, The End of the Making a Fire, The End of the World, Animals
C
World, Animals Here, Animals There Here, Animals There
e. Vocabulary or Spelling activities and games e. Spelling activities and games

D
• Teacher conducts games to practice spelling • Pupils practice vocabulary or spelling words
E
words with short vowels with short vowels

EP
2. Two-syllable words with words with short 2. Two-syllable words with short vowels
D
vowel sounds
• Pupils read a two-syllable story and complete
• Teacher gives pupils short two-syllable words exercises
story to read and exercises “Lisa Goes on a
Picnic”


PWR • EN2PWR-IVd-e-10.1-11.1Read
phrases, sentences and short stories
consisting of two-syllable words and
1 the questions about them
V • EN2V-IIIa-b-13.1 • Read Aloud Story: Message in the

Give the meaning of words used Sand
Structures
OL • EN2LC-Ia-j-1.1
2 Listen to a variety of media
PY
including books, audiotapes
videos and other age-appropriate
publications and:
O
–– Identify the speaker in the story
or poem
C
–– Infer the character feelings and
traits
D
OL • EN2LC-Ia-j-1.1 • Read Aloud Story:

Listen to a variety of media Message in the Sand
E
including books, audiotapes

EP
videos, and other age-appropriate

publications and • Answer Comprehension Questions
–– Note important details pertaining
D
to
3 • character
• settings
• events
–– Predict possible ending of a story

read

QUARTER 4 WEEK 39

3. Fluency: Teacher listens to pupils practice 3. Fluency: Pupils practice reading their Leveled
reading their Leveled Reader: Animals Here, Reader: Animals Here, Animals There
Animals There
• Pupils create an oral drama of the text “Lisa
• Create oral drama of the text “Lisa Goes on Goes on a Picnic”
a Picnic”
2. Read Aloud Story: Message in the Sand 2. Read Aloud Story: Message in the Sand
expressions phrases or expressions that are unfamiliar
• Teacher models using new vocabulary and • Pupils talk about words, phrases or
PY
structures expressions that are unfamiliar.
3. Teacher reads the poem, “Let’s Aim” in the 3. Pupils listen to the poem, “Let’s Aim” in the
LM on p. 472 and answer questions 2 and 3 LM on p. 472 and answer questions 2 and 3
O
in “I Can Do It” in the LM on p. 473 in “I Can Do It” in the LM on p. 473
C
• Teacher gives homework • Homework: Spelling words

D
E
2. Read Aloud Story: Message in the Sand 2. Read Aloud Story: Message in the Sand
EP
• Teacher asks questions about nature and • Pupils share what they know about things that
D
things that destroy the air and water. destroy the air and water. They talk about the
cover of the book.
that are unfamiliar
expressions
• Pupils listen attentively to the book read and
• Teacher reads certain pages of the book (up
discuss what they think will happen
to page 23) to the pupils and pauses for pupils
to discuss what they think will happen

LC • EN2LC-IVi-j-2.6 • Read Aloud Story: Message in the
PY
Retell/reenact events from a story Sand
LC • EN2LC-Ia-j-1.1
• Cause and Effect
Listen to a variety of media
O
including books, audiotapes, • Feelings of Characters
videos, and other age-appropriate
C
publications and
–– Identify cause and/or effect of

D
events
–– Infer the character feelings and

E
traits
EP
4
D

QUARTER 4 WEEK 39

• Teacher asks questions about the book • Pupils answer questions about the book
3. Composing: Writing a reaction of the book 3. Composing: Writing a reaction of the book
• Teacher reminds pupils of the poem “Care • Pupils complete a pledge:

for Mother Earth” and reads the pledge in the
Small as I am, I will do my best
LM on p. 479
I will __________ to keep mother earth clean
• Teacher asks pupils to complete a pledge:
Small ats I am, I will do my best
• Homework: Tell family members about the
I will __________ to keep mother earth clean
book and finish your pledge
• Teacher gives homework. Finish Pledge

PY
Message in the Sand
O Message in the Sand
• Teacher shows pictures to help pupils retell • Pupils retell the Read Aloud Story,
C
the Read Aloud Story, Message in the Sand Message in the Sand
3. Rereading of the Read Aloud Story: 3. Rereading of the Read Aloud Story:
D
Message in the Sand Message in the Sand

E
• Teacher asks pupils to share their pledge in • Pupils share their drawing and sentence in
EP
Day 3 Day 3
D
• Teacher rereads the story pausing at • Pupils participate actively during the re-
some parts to ask questions and check reading of the story.
comprehension.
c. After Reading Activities
• Pupils discuss the story and identify cause
• Teacher leads discussion and helps pupils and effect as well as infer the feelings of the
identify cause and effect as well as infer the characters
feelings of the characters
• Pupils think of message such as that of
• Teacher gives homework. Miguel’s in the story


WC • EN2WC-IVd-g-1.6 • Read Aloud Story: Message in the
Express idea through illustrations Sand
or storyboard
• Composing Activity: Message to
Save Mother Earth
PY
O
C
E D
EP
D
QUARTER 4 WEEK 39

focus: two syllable words with short vowel focus: two-syllable words with short vowel
sounds sounds
2. Composing Activity: Message to Save Mother 2. Composing Activity: Message to Save Mother
Earth Earth
• Teacher models how to write an effective • Pupils write a message

message
3. Concluding the Session : Sharing and Reading
• Teacher leads pupils into composing a
• Pupils share their message
message
• Teacher invites pupils to share their message

PY
O
C
E D
EP
D
NOTES
DAY OBJECTIVES
1 • EN2PWR-IVc-18 Write correctly the two-syllable words that name the

pictures
• EN2V-IVa-e-22 Give the meaning of two-syllable words with short vowel

sounds
• EN2PWR-IVj-2.8 Match the two-syllable words with the correct pictures
• EN2PWR-IVj-15.2 Read two-syllable words consisting of short vowel

words (pigpen, magnet . . .)
• EN2PW-IVd-e-10.1-11.1 Read phrases, sentences, and short stories

consisting of two-syllable words and the questions about them
On-going Assessment: During Week 39, pupils will continue to
PY
practice their reading and writing skills. During Week 39, the teacher
will assign two writing tasks and will be able to assess Composition
skills using this table:
O
1 2
Composing
C
Does not Composes original
original
C compose original pieces of written
pieces of
pieces of written work
D
written work
work
E
Spelling
EP
Play daily spelling games with two-syllable words with short vowel
sounds in CVC pattern. Words can be found in the LM pp. 318,
330, 333, and 347. Additional words are: dinner, basket, farmer,
napkin, picnic, sister. Choose from the following activities:
D
a. Ask pupils to fill in the missing letter.

b. Ask pupils to change the initial or final letter to make a new
word.
c. Ask pupils to read flash card.
d. Team A and Team B. Ask pupils from each team to come to the
board and spell a word. The first to spell correctly gets a point for
the team.
e. In pairs, pupils quiz each other.
1 ROUTINE
• Teacher explains that the weekly theme will be respecting nature
and all living things. In English, we will study the words we use to talk
about what hurts nature and living things and what we can do to help.
QUARTER WEEK 39
• Teacher lets pupils talk in pairs. Can you name living things? Then, he NOTES
or she picks five names from the box or bowl.

• Teacher chooses five words for the week and plays a spelling game
with pupils.
2 TWO-SYLLABLE WORDS
• Teacher distributes or writes two-syllable word story on a chart NOTE

paper.
Pair each struggling reader
“Lisa Goes on a Picnic” with a skilled reader.
Lisa wants a picnic. Her mother puts an

orange, a carrot, a bottle of water, a chicken
leg and a napkin in a basket. Her mother says:
PY
“Don’t bring anything back home!”
Lisa meets a rabbit and gives her carrot to
the rabbit. Lisa meets a farmer and gives her
orange to the farmer. Lisa eats her chicken leg
O
and drinks her water. Lisa meets a kitten and
takes it home in her empty basket.
C
“Oh no!” says mother, “I said don’t bring
anything back home!”
D
• Teacher asks pupils to illustrate (or match with a drawing) the

E
words: orange, carrot, rabbit, farmer, chicken, kitten, napkin.

EP
• Teacher writes the following words on the board and asks the
pupils to copy only the words of the things that are in Lisa’s
basket: picnic, carrot, mother, farmer, napkin, orange.
D
• Teacher tells pupils to get into groups of two and create a drama
of the story “Lisa Goes on a Picnic.”
3 FLUENCY
• Pupils practice reading the story of their Leveled Readers: Animals

Here, Animals There
• They read the text faster and faster with appropriate intonation:
one reads while the other counts.
• Teacher puts pupils in pairs. Each pair creates an oral drama of the
story “Lisa Goes on a Picnic.”
NOTES
DAY OBJECTIVES
2 • EN2LC-IVi-j-2.6 Retell and/or reenact events from a story

• EN2LC-Ia-j-1.1 Listen to a variety of media including books, audiotapes,

videos, and other age-appropriate publications and
–– Identify the speaker in the story or poem
–– Infer the character’s feelings and traits
1 ROUTINE
a. Poems
PY
• Teacher brings out poems from previous weeks and forms
groups of five around each poem. He or she asks pupils to think
about the words in the poem and how you would read them with
O
BRIDGING
C
Remember to let pupils Teacher observes pupils in one group.
use words or expressions
D
in Mother Tongue or b. Spelling (see games and activities on page 198)

Filipino, then model
E
how to say the words in • Teacher plays one spelling game with the five words of the week
English. with pupils.
EP
D
• Teacher asks a few pairs to present their oral drama of the story
“Lisa Goes on a Picnic.”
BRIDGING
2 READ ALOUD STORY: MESSAGE IN THE SAND
When explaining
new vocabulary, do a. Activating Prior Knowledge
not translate. Use
hand gestures and Teacher says: Have you ever tried writing words in the sand? What are
movements as much some of the words you have written?
as possible. b. Unlocking Some Words and Expressions
questions.
QUARTER WEEK 39
message NOTES
Teacher says: A message is something you want to say. You can NOTE
give a message on the phone like: “Don’t be late, or come to eat on
Friday.” You can write a message on a piece of paper like: remember Teacher can show pupils
to take your shoes, or you can write a message when you want many a note that he or she has
people to know something important like: Don’t smoke! Do you know written.
someone who gives messages?
mining company
Teacher says: A company is a big place where many people work.

A mine is a place where we dig deep holes in the earth to get things like coal
or oil. A mining company is a place where many people work to get oil,
diamonds, or other minerals.
dumping waste
Teacher says: Waste is another word for garbage. Small houses have
small amounts of waste, and big companies have lots and lots of waste.
PY
Dumping waste, means just throwing your waste anywhere, like in a
river, or in the ocean. Have you ever seen waste just dumped on the street or
forest or river? O NOTE
tide
Teacher should use hand
Teacher says: The water in the ocean goes up slowly and comes down
C
motions to demonstrate the
slowly. When you go to the beach, you can see that sometimes the water comes
motion of the tide
way up the beach and other times is way far away. That is called the tide.
D
Have you ever been to the ocean? Have you seen the wet sand left by the tide?
wash away
E
NOTE
Teacher says: If you leave something on the beach when the tide is low,
EP
and then, the tide comes up, the water will cover it. In English you say, Teacher should make the
“The tide washes away your things.” For example, if you play in the gesture of washing away.
sand and make a drawing or a sand house, and the tide comes up, the water
D
carries it away. Have you ever played at the beach? Did anything get washed
NOTE
away? What?
Teacher can hold up a sign
poison
for poison (i.e., skull and
Teacher says: Poison is something very bad for you. It can make you cross bones).
sick and may even kill you. Do you know of any poisons around the school
or your house?
3 POEM
• Teacher distributes poem in “Let’s Aim” LM p 472 “Gifts of

Mother Earth” by Teacher Nong and reads it aloud for the pupils.
Teacher discusses the poem with the pupils and asks them to
answer questions 2 and 3 in “I Can Do it” on page 473.
Class checks the answers together.
NOTES
• Teacher tells pupils to practice their five spelling words.
DAY OBJECTIVES
• EN2OL-IVh-j-1.6 Dramatize familiar stories, rhymes and poems

pictures

–– Note important details pertaining to
• character
PY
• settings
• events
O
–– Predict possible ending of a story read
C
1 ROUTINE
D
a. Poem
E
EP

D
BRIDGING • Fluency practice: Teacher asks pupils to practice reading the poem.
of the author and the
illustrator.
• Teacher plays one spelling game with the five weekly words with
pupils.
• Teacher lets pupils talk in pairs. What are some of the things that pollute
the air? The water? Then, he or she picks five names from the box or
the bowl.
QUARTER WEEK 39
NOTES
2 READ ALOUD STORY: MESSAGE IN THE SAND
a. Accessing Previous Knowledge
• Teacher shows the cover of the Read Aloud Story, Message in the
Sand and asks pupils to describe what they see. BRIDGING
Teacher says: Where do they think this is? This book is in two
languages. Please do not
Then, he or she asks pairs to discuss: What they know about the translate immediately
beach and the ocean and the creature that live in the ocean? for the pupil. Read and
He or she asks a few pairs to share their answer. He or she then explain unknown words
turns to page 1 and asks a pupil to read the title. in English.
PY
• Teacher reads up to page 23 to the pupils,making sure they

understand the story. On page 23, teacher stops and asks pupils
O
what they think will happen next. Is Miguel in trouble? He or she lets
pupils discuss in pairs what they think will happen. He or she then
C
asks a few pairs to share their predictions.
D

E
Who was the main character? Who is the other character?

EP
Where did the story take place?

What was the problem with the ocean at the beginning?
What did Miguel try to do?
D
What was the problem with Miguel’s message?

What did Miguel’s mother tell him?
What did the men in business suits say?
What did Miguel’s mother read in the newspaper?
What did Miguel write in the sand when the mining company stopped
dumping?
Then, the teacher leads a discussion about respecting the earth

and about what Miguel did to save our seas. He or she asks: Do you
think Miguel’s idea to write a message was a good one? Why?
NOTES
3
COMPOSING:
WRITING A REACTION TO THE BOOK
• Teacher reads the pledge in the LM on p. 479. He or she explains

to the pupils what a pledge is, something you promise to do.
Miguel went out every day to write his message which was like a
pledge.
He or she asks for ideas about what they could do as a pledge

(pick up trash, use less water, write a message to the mayor, use
recyclable containers, etc.). He or she then asks the pupils to write
and illustrate their own pledge as to what they promise to do to
respect nature and care for living things.
Small as I am, I will do my best

I will __________ to keep mother earth clean.
4
PY
O
• Teacher tells pupils to tell their family members about the
C
Read Aloud Story, Message in the Sand, and to finish writing and
illustrating their pledge at home.
D
DAY OBJECTIVES
E
4 • EN2PW-IVc-18 Write correctly the two-syllable words that name the

EP
pictures
D

–– Identify cause and/or effect of events
–– nfer the character’s feelings and traits

•
1 ROUTINE
a. Poems
• Teacher brings out poems including from previous weeks and
forms groups of five around each poem. He or she asks pupils to
think about the words in the poem and how you would read them
with appropriate intonation.
QUARTER WEEK 39
• Fluency practice: Teacher asks pupils to practice reading the poem. NOTES

• Teacher plays a spelling game with the five weekly words with
pupils.
• Teacher lets pupils talk in pairs. He or she asks pupils to share
their pledge and drawing from the previous lesson. First, they
share in pairs, then he or she asks pairs to come up and share with
the class.
2
RETELLING OF READ ALOUD STORY:
MESSAGE IN THE SAND
PY
• Teacher shows the pictures of Read Aloud Story, Message in the
Sand, one by one, and calls on pupils to retell the story.
O
3 READ ALOUD BOOK: MESSAGE IN THE SAND
C
D
• Teacher tells pupils he or she will read the book again. He or she
tells them to listen for and watch for cause and effect, for example:
E
What causes the oceans to be dirty?

EP

D
points and asks questions to check understanding and to pick out

cause and effect, for example: What is the effect of the tide on Miguel’s
message? What effect does Miguel’s message have on the mining company?
Or, What causes the mining company to stop dumping?
• Teacher also pauses to ask pupils to think about how Miguel feels.
How does Miguel feel at the beginning of the book when the
ocean is dirty and the fish are dying? How does Miguel feel when his
message is washed away by the tide every day? How does Miguel feel when the
big men in business suits come to his house? How does Miguel feel when his
mother reads him the news that the mining company will stop dumping?
How does Miguel feel at the end of the story?
• Teacher asks questions to help pupils sequence the events in the

story: For example, What happened first? Then what happened?
NOTES Teacher asks: Why do you think the president was so interested in the
message SOS? What does SOS also mean? Do you think it was smart of
Miguel to use the same letters as a call for help? Why?
• Teacher tells pupils to think of a message, such as that of Miguel’s,

to save the earth.
DAY OBJECTIVES

pictures
1 ROUTINE
PY
O
a. Assessment: Two-syllable words
C
• Teacher gives spelling test for the five weekly words.
• When pupils have finished, teacher collects.

E D
EP
• Teacher lets pupils talk in pairs.
Teacher asks: What message would you want to write to save mother
earth? What message could we write about the air? The water? The plants?
D
The animals? Anything else?
• Teacher writes pupils’ responses on the board
2
COMPOSING ACTIVITY:
MESSAGE TO SAVE OUR EARTH
• Teacher reminds pupils how to make a poster. He or she explains

BRIDGING that a poster has:
Struggling pupils can a. A slogan like Miguel’s SOS for Save Our Seas is catchy!
try to write a message b. The message is written in BIG letters.
or need only copy a c. There is a drawing or picture and there is a lot of space with
message. nothing on it to make sure the message and the picture stand out
QUARTER WEEK 39
• Teacher tells pupils to get into pairs to make their poster with a NOTES
message to Save the Earth
More advanced pupils can work individually or help others.
• Each pair will draw and write a slogan for their poster. First, they
plan. Then, they draw a small poster in their notebook. After, they
draw a larger one.
• Teacher invites pupils to walk around the school, like a parade,

holding their slogans. Teacher posts posters on the walls in the
classroom and the hallways.
PY
O
C
E D
EP
D

2016 03 31 Basa Pilipinas Quarter 4 Grade 2 English Teacher's Guide (Second Edition) PDF

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y

Developed based on DepEd’s K–12 Curriculum Guide

Teacher’s Guide - English

Second Edition, 2016

Published by U.S. Agency for International Development (USAID)

Technical Director: Nancy Clark-Chiarelli, EdD

Author: Basa Pilipinas

DepEd Reviewer: Galileo Go

Content Reviewer: Paraluman Giron, EdD

Language Reviewer: Regina Ubaña

with permission from the publishers.

permission from the publisher.

GOVERNMENT PROPERTY. NOT FOR SALE.

Printed in the Philippines

Department of Education - Bureau of Learning Resources (DepEd - BLR)

Week 32: Respect and Kindness to Others. . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Week 33: Conserving Energy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

Week 36: Gratitude and Appreciation for What We Have . . . . . . . . . . . . . 123

Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124

Week 37: Caring for Nature and the Environment. . . . . . . . . . . . . . . . . . . . 145

Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146

Week 38: Caring for Nature and the Environment. . . . . . . . . . . . . . . . . . . . 165

Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166

Week 39: Respecting Nature and All Living Things. . . . . . . . . . . . . . . . . . . . 187

Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188

THEME: RESPECT AND KINDNESS TO OTHERS

READ ALOUD STORY: THE BLACK KITTEN

OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 2

Theme: Respect and Kindness to Others

V • EN2V-IIb-c-13.1 • Read Aloud Story: The Black Kitten

Give the meaning of words used

demonstrations, and context clues • Pronouns

(e.g. I, you, he, she, it, in dialogues)

DOMAINS: OL – Oral Language PA – Phonological Awareness

Teacher Activities Learner Activities

a. Sharing Information or News a. Sharing Information or News

b. Poem or Song b. Poem or Song

(refer to the Daily Activities) (refer to the Daily Activities)

2. Pronouns 2. Read Aloud Story: The Black Kitten

• Teacher leads an activity with pronouns Pre-Reading Activities

Day Domain Objectives Subject Matter

LC • EN2LC-IVa-b-2.4 • Read Aloud Story: The Black Kitten

LC • EN2LC-IVi-j-2.6 • Read Aloud Story: The Black Kitten

Teacher Activities Learner Activities

Teacher leads an activity with Short i words 5. Concluding the Session

5. Concluding the Session • Homework: Practice spelling words

• Teacher gives homework: Practice spelling

Pre-Reading Activities Pre-Reading Activities

After Reading Activities • Pupils answer questions about the story

what, where, when, and asks pupils to make

• Teacher gives homework

V – Vocabulary Development LC – Listening Comprehension RC – Reading Comprehension

Day Domain Objectives Subject Matter

Give the meaning of short a words

Read short a words in CVC pattern

words and some sight words with

WC • EN2WC-IVa-c-1 • Read Aloud Story: The Black Kitten

DOMAINS: OL – Oral Language PA – Phonological Awareness

Teacher Activities Learner Activities

Pre-Reading Activities Pre-Reading Activities

After Reading Activities • Pupils discuss clues to make predictions:

• Teacher gives homework 4. Concluding the Session

We have a . The ______ .