School: Grade Level: IIGRADES 1 to 12 Teacher: File created by Ma’am MARIANNE MANALO PUHI Learning Area: ENGLISH DAILY LESSON LOG Teaching Dates and Time: February 6-10, 2017 (WEEK 3) Quarter: 4TH Quarter Monday Tuesday Wednesday Thursday Friday I. OBJECTIVES A. Content Standard Oral Languages in English Reading Comprehension and Study Fluency Reading Comprehension and Weekly Test Strategies Study Strategies/Listening Objectives: Objectives: Comprehension Speak clearly and audibly in full Objectives: Read with automaticity forty (40) sentence Participate in group and individual 2nd grade high frequency/sight Objectives: Listen and follow a set of written or oral interpretation of short poems words Participate in the retelling of the verbal three-step directions and Retell familiar stories to other story Recognize sentences and non- stories in English children Recall the important details of the sentences Identify the basic sequence of Listen and respond to texts to story Read grade 2 level text in 3-4 word events and make relevant clarify meaning heard while Listen and respond to texts to phrases predictions about the story drawing on personal experiences clarify meaning heard while Interpret signs and symbols Sequence information from a drawing on personal Express ideas and opinion through procedural text read experiences creative and fun activities Infer and make relevant predictions Express feelings and opinions about the story through different writing activities Make connections of text to self B. Performance Have sufficient facility in English to Activate prior knowledge Read aloud grade level texts Activate prior knowledge Standard understand spoken discourse and to conceptually related to text and effortlessly and accurately, without conceptually related to text and talk and interact with others about establish a purpose for reading hesitation and with proper establish a purpose for reading personal Be self-aware as they discuss and expression Be self-aware as they discuss and experiences and text listened to or analyze text to create new analyze text to create new read meanings and modify old meanings and modify old knowledge knowledge Locate information from expository Locate information from texts and use this information for expository texts and use this discussion or written production information for discussion or written production C. Learning Participate in choral Give the sequence Read phrases, sentences and Use an understanding of incidents, Measure one’s ability to Competencies/ speaking and echo of three events in stories characters and settings to validate retain and apply Objectives reading of short stories read consisting of short a words and predictions knowledge and concepts poems,rhymesand stories with some sight words with appropriate .Learn to answer a weekly repeated speed, test. patterns and refrains in accuracy and proper expression English Write the LC Code for EN2OLIVc-d-1.2 EN2RCIVc-3.1.3 EN2FIVa-d-4 EN2LCIVc-d-2.5 Manila paper.31 CG pages 15. art materials. wheels B. big – wig ________ 5.CONTENT Lesson 9 Lesson 10 Lesson 11 Lesson 12 Beautiful Sights in Our Environment Our Plants: Our Life Find the Inner Beauty of Others Reading Shapes Our Community Following Three-step Written and The Greening of Malaya Mark Has Horse’s Ears Mark Horse’s Ears and Retelling Verbal Directions and Park/Sequencing of Events Infer and Predict Outcomes of Stories Writing Sentences from Meaningful Make Connections between Text Experiences and Self III.tan – pan ________ 7.31 CG pages 15.18-26 Guides/Pages 2. cat – mat ________ 4. pill – Jell II. Put a check mark (/)if the words rhyme and cross (x) if they do not rhyme.23-24 Unit 4 pp.Rhyming Words: What should you remember in new lesson Words for the Day (Drill) Words for the Day (Drill) Tell whether the pair of words retelling familiar story ? rhymes or not. pen – ten ________ 8.20-21 Unit 4 pp. markers.31 CG pages 15. pot – hot ________ 9. different Fake ears. References CG pages 15. set – sit ________ 3. ________ 1. Picture of plants.31 1.Learner’s Materials LM pages386-388 LM pages389-391 LM pages 392-394 LM pages394-396 LM pages 386-396 Pages 3. Other Learning Resources IV.18-20 Unit 4 pp. Costume. bond paper. masking tape.Prepositions: Complete the sentence by choosing the correct preposition.PROCEDURES A. straw. sun – bun ________ 2.Textbook Pages 4. pencil from Learning Resources pictures of different land kinds of seeds and Teacher Manila paper and flash cards. bag – tag ________ 10. sell – wall ________ 6.25-26 Unit 4 pp. Test Notebook. used paperclips. Reviewing previous Review Review Drill/Review Drill/Review lesson or presenting the Daily Language Activity Daily Language Activity I.Additional Materials Manila paper. old (LR) portal vehicles with Chart paper bags or clean sock newspaper.each II.Teacher’s Unit 4 pp.LEARNING RESOURCES A. Encircle the correct . 4. in front of) the girl.Express your feelings and opinion by completing . in front of) the head of the cat. behind. in.answer.The pearl is (in. on) the water.The book is (on. III. behind. 1.The book is (on. under. 3.The crab is (in. beside) the lion. under. The mouse is (on. 5. 2. beside) the shell. I feel ________________________________ ____ because_________________________ ______________. What can you say about these people? were to come to life and walk in the flashcards. kinds of ears. character and let them imagine what Replace the means of building. spread and grow. lips. But I can grow as tall as a faces. Establishing a purpose Motivation: Motivation: Motivation: Motivation: Orient pupils on the for the lesson Sing the song. Example: The wheels on the me our story today. bees and the wind help What makes these people special? In classroom or into the student’s home. the Bus” Show the Teacher I am small. the sentence stem. Daily Language Activity Words for the Day (Drill) B. eyes. nose and pupils to draw their favorite storybook Chart using Manila paper. (5 points) Today. truck go round and round.. Activating Prior Knowledge Get Set Show the question chart made Fill in the blanks and write by the teacher on a Manila what you already know paper.Ask the directions. about trees and what you would like to know about them. Make a Bulletin Board Listen to your teacher as she reads the . Activating Prior Knowledge special. Activating Prior Knowledge: would happen if a storybook character transportation by using word I am a living thing. taxi. Answer: A seed character and tell why he or she is truck.. be the problem of our main character? Get Set Round and round (2x) What am I? Draw your favorite storybook Other possible answers: jeep. what do you think will See LM – Get Set. “The Wheels on Riddle: Show pictures of people with different Bring the Character to life . Birds. instruction for the activity. UBLS. Answer: My favorite is the airplane because it is the fastest way to reach a far place. what punctuation mark did I use? What do you call the mark that we use when we want to ask questions? Answer: question mark How about the next sentence? Look at the punctuation mark. We also use a period to give an information or just tell something. Use the Question Chart and let the pupils answer the next questions: Let the children answer their LM . . Presenting examples/ Presentation – Let’s Aim Do a puppet show using stick or sock Activating Prior Knowledge: Preparation of test instances of the new Tell something about the Read the poem below with puppets.144. C. Refer to LM. Present the story “Mark Has Act out what the main character saw. Character Back to Life. p. Answers will vary. and heard in the story. felt. lesson picture correct expression Horse’s”Ears. What kind of punctuation mark do you see at the end of the sentence? Why did we use a period? Answer: A period was used because we needed to stop or end the sentence. Bring the Look at the question chart. Get Set Activity Answer the questions below. the box. Then. Look at the picture. once a group decides on a character. Did the mother do the right thing? that a time capsule is a sealed each group and let them do Draw the punctuation mark in Why? container preserving artifacts and their group work. a sprout. How did Mark solve his problem? Time Capsule – Explain to your class new skills #1 Give a copy of the picture to used in the poem. (Use real objects inside the Dress the Character classroom) 1. how would records of the current time for people 1. Discussing new Comprehension Questions: Comprehension Questions: Comprehension Questions: Independent Practice: concepts and practicing Let’s Aim. Discuss with 5 members each.” What punctuation mark did we .“ I spy.. and objects hiding in the bushes or anywhere in the picture. disqualified. Give them materials to dress up one you see? Use the sentence member of their group as a character pattern below: Refer to LM – from one of I Planted a Seed the animals read earlier. the future learn from it? 3. I spy with my beautiful eyes based on the punctuation mark Mark Has Horse’s Ears Reread the story and use the ‘Read the table in this classroom. 3. The teams look for animals. and they will try to use their fingers a/an_____________. Look for the punctuation marks 1. 2.. He hid his ears. 3. The guests giggled. If you were the mother. used. and the leaves. What do 2. Children can use only the materials Slowly. and the wind help spread their new seeds to the new garden where… the other seeds are planted again. Esteban variety of characters and to avoid I planted a seed: replication. First a seed. activity Animals. the buds given to them. Divide the children in small groups. what would people in chalkboard.I see told his secret. people. Butterfles and bees come Give them 15 minutes to do this to enjoy the sweet smell. I Spy activity. with your class if this book were in a 2. Divide the class into teams you solve the problem? to uncover in the far future.. The children will Dialogue. He has big ears. 4. People might laugh at Along’ technique. D.. Put a scoreboard on the time capsule. insects. until the story is done. They grow bigger Choose a reporter who will talk about And bloom with fragrance.I spy with my his ears. otherwise they’ll be come out. the leader shouts. the character. The barber listen to the teacher while she reads beautiful eyes. no one can choose that anymore. To ensure a by Amcy M. When a team finds one. try to The interviewee will answer the 3. The to work. the column of the team. encourage them to speak questions and take down notes. new skills #2 allows the leader to finish the the life of a plant learning center where they would like One will become an interviewer and sentence. Then. ... Developing mastery We Can Do It Independent Practice: We Can Do It We Can Do It Testing ( Leads to formative I Spy with My Beautiful Eyes. use in the game ? “I Spy…” E. story. He/she will answer based the 10 or more characters are happens to a seed? characteristics of on his knowledge of the character found. The game is over when all Sequencing of Events) -What hand puppets and talk about the of the story. . They the other _____________(a fox) team who will be able to can use the Mother Tongue in member will be the interviewee. Discussing new Group Activity Group Work: Group Work: Group Work: concepts and practicing 1. 2.Write down 2 words or phrases about the problem of the character. The interviewer will prepare his/her animal/person/object under events first will be the winner. from reading the story. with important information from the answers on the blank. 2. Write the name of the arrange the correct order of completing their task. Work by pairs. However. Has Horse’s Ears were in a time following the pattern below. the character/(s) in the story.. The team that finds the most poem. partner. Team A versus Team B ( Learning Center 1 – Make paper bag she is the character 4. Recognize the team and Arrange the pictures to show Allow the children to choose one Interview the Character. translate after their presentation. questions and will pretend that he / character wins. each pair should to spy for things they see in .The group members will use the clay report the highlights of the interview school and use the sentence to make to the class.Write 3 words to solve the problem of the character . Reporting – Panel discussion I spy a _____________(a fox) F. Make Cloze Activity entitled “Seeds”.3.6. capsule. Write the title of the story. If the story Mark a sentence by Seeds are like. When the Allow the pupils to go outside Learning Center 2 – Clay Artist at Work interview is over. I spy a Prepare 2 sets of pictures. what would people in the future learn from it? Why should they read it? 1. Tell the pupils to answer the Make a pyramid by filing in the boxes Answer the questions and write your assessment ) Study the picture below.. stem while walking with a a diorama of the setting of the story. Locate information from the in English while working. 4. animals and things in the story.Noting item missed. around the campus and you will list down all the things that you see. Put a check (/) Write a letter for the people in the and skills in daily living school. sentences to express your about the life of a plant. lesson written or verbal three-step in the story listened to? directions? How do you express your ideas and opinion? I. Name these characters. Evaluating Learning Measure My Learning Measure My Learning Measure My Learning Measure My Learning Checking the test Creative writing – Write 1 to 2 Write what you’ve learned What could be the reason why the boy Why is it important to read and to paper. Making Remember This: Remember This: Remember This: Remember This: What did you learn? generalizations and What should you remember in What should you remember in What should you remember in The characters of the story are the abstractions about the listening and following a set of sequencing events that happen retelling familiar story ? people. teacher will accompany you if they are not good. H. . What is more important the physical understanding the how the characters appearance of a person or the beauty behave is exciting and of one’s heart? meaningful. Your in the box if they are good and cross (x) future describing the value of a book.G. Finding practical/ I Can Do It Have pupils do I Can Do It on ICan Do It I Can Do It applications of concepts Be ready for a walk inside your page391of the LM. Bring your notebook and pencil and use the sentence pattern below. has the horse’s ears? Reason Out and know the characters of the story? ideas and opinions about the Be Heard! Knowing the characters and activity that we did today. J. Make this picture of a running boy move like a cartoon show by following these steps. The inner beauty of a person is more important than his/her physical appearance. and jump. For example. if you choose red for the shirt in picture 1. for application or members. Additional activities Retell the story to your family Make a cartoon. it should be red also for the shirt in picture 2. Study next lesson. Step 3: Glue picture 1 to picture 2 on the top gray rectangle labeled GLUE. Make sure you use the same colors for the same parts. Step 1: Color pictures 1 and 2. Did you know that being active makes you healthy?Healthy kids play. Copy these pictures on a larger paper remediation and try making many animations. flp picture 1 up and down and watch the boy run! . Step 2: Cut out pictures 1 and 2. Step 4: When it dries up. run. Follow the thick black lines. of learners who continue to require remediation E.V. Did the remedial lessons work? No.REFLECTION A. of learners who require additional activities to remediation C. Which of my teaching strategies worked well? Why did these work? .REMARKS VI. No. of learners who have caught up with the lesson D. No. No. of learners who earned 80% of the formative assessment B. F.teachershq. What innovation or localized material did I use/discover which I wish to share with other teachers? File Created by Ma’am MARIANNE MANALO PUHI Download sample daily lesson logs at www.com . What difficulties did I encounter which my principal or supervisor can help me solve? G.