DETAILED LESSON PLAN
Learning Area: Grade Level: Quarter: Duration:
DLP No.: 1 English 2 2nd 50 minutes
(10:55-11:45)
Talk about oneself and one’s family Code:
Learning Talk about one’s name and other personal EN1OL-IIa-e-1.3
Competencies: information EN2BPK-IIa-3
Talk about one’s environment (persons, animals,
places, things, events)
Recognize environmental print
Talking about oneself is talking about one’s name, personal information,
Key Concepts/ likes, dislikes, and talking about the family members.
Understanding
s to be Personal information includes one’s name, age address, date of birth,
Developed: grade level, name of parents, etc.
Environmental prints can be used as safety precautions, directions, and signage
to help us find places, to tell/ guide us on what to do and to help/keep us safe and
free from harm.
1. Objectives
Knowledge Talk about oneself and family
Identify the different environmental prints
Skills Answer questions about oneself using short answer forms
Explain what each environmental print mean
Attitudes Appreciate oneself and one’s family
Obey and follow signage for one’s safety
Values Strengthen family solidarity
Obedience
2.Content/Topic Talking About Oneself and One’s Family
Talking About One’s Name and Other Personal Information
Talking About One’s Environment
Recognizing Environmental Prints
3. Learning Lerner’s Material 2, pp. 353-355, 358
Resources/ comic strip, video clip, charts
Materials/ logos, signage, mounted pictures, projector
Equipment
(Indicate the steps you will undertake to teach the lesson and indicate the no. of minutes
4. Procedures each step will consume)
Directions: Say something about yourself and your family. Complete the
4.1 Introductory sentences below.
Activity I am _________________________.
I am _____________ years old.
5 minutes I live in _______________________.
I am in Grade _________________.
I study at _______________ School.
My teacher is _________________.
My parents are ________________.
Ask the pupils to study the school map on p.353 of the Learner’s Material 2.
4.2 Activity The teacher will discuss the different places/ rooms/buildings shown in the map.
Let them talk about their own school through the following guide questions.
10 minutes o What is your school’s name?
o What is its address?
o How many buildings does it have? What are these buildings? Name them.
o What environmental prints are found in your school?
Note: Guide the pupils on how to read maps.
4.3 Analysis Let them answer these questions about the school map.
1) What is the room on the left of the Canteen?
5 minutes 2) What is the room on the right of the Canteen?
3) What is the room south of the First Aid Room?
4) What are found on the left and right of the Music Room?
5) How many classrooms are there?
6) Have you seen signage? Name them.
Let them study some of the map symbols/ environmental prints on pp. 354-355.
4.4 Abstraction Ask: What environmental prints seen in the school map? What does each mean?
Why are these environmental prints important?
10 minutes What do we do with these signage?
Environmental prints can be used as safety precautions, directions, and signage
to help us find places, to tell/ guide us on what to do and to help/keep us safe and
free from harm.
From p. 358 of the Learner’s Material 2, let the pupils study the city map.
4.5 Application
Directions: Name and describe each place shown in the city map. Tell what
5 minutes environmental prints are seen in each place.
1) museum
2) hospital
3) school
4) bank
5) store
6) post office
7) hotel
8) park
9) bridge
(Indicate whether it is thru Observation and/or Talking/conferencing to learners and/or
5. Assessment Analysis of Learnerˊs Products and/or Tests) 10 minutes
Directions: Read and give the meaning of the following environmental prints. (Done orally)
10 minutes 1) NO LITTERING
2) DRIVE SLOWLY
3) BEWARE OF DOGS
4) KEEP OUT
5) NO PARKING
6. Assignment
(indicate whether it is for Observation and/or Enrichment and/or Enhancement and/or
3 minutes Preparation for a new lesson) 3 minutes
Draw at least 2 environmental prints and be ready to tell the meaning of each
tomorrow.
DETAILED LESSON PLAN
Learning Area: Grade Level: Quarter: Duration:
DLP No.: 2 English 2 2nd 50 minutes
(10:55-11:45)
Code:
Learning Recognize the common terms in English relating to EN2BPK-IIb-c-4
Competencies: part of a book (Cover, Title, Page, etc)
Key Concepts/ The part of the books are the cover, title, page, author, illustrator, table of
Understandings contents, glossary, index, etc.
to be
Developed:
1. Objectives
Knowledge Recognize book parts and their purposes including identification of author,
illustrator, title page, table of contents, glossary and index.
Skills Correctly identify the parts of a book.
Attitudes Explicitly showing the love for reading
Values Taking care of the books
2.
Content/Topic Recognizing the Common Terms in English Relating to Parts of a Book
Recognizing Proper Eye Movement Skills
3. Learning
Resources/ Learner’s Materials English 4, pp. 291-294; pp.304-305.
Materials/ big book, an assortment of books
Equipment
4. Procedures (Indicate the steps you will undertake to teach the lesson and indicate the no. of minutes
each step will consume)
4.1 Introductory Ask: What books do you have at home? Do they look old or new? Why?
Activity How do you take care of your books?
Show a big book. Let the pupils recall the different parts of the book.
5 minutes Go through the big book shown, point out each part of the book: the front cover,
title, author, illustrator, table of contents, glossary and index. As the teacher goes
through the different parts of a book, make sure the teacher explains what they
are and why they are important.
4.2 Activity Listening to a poem with pictures shown.
Book Lovers
10 minutes
“You are old, little book,” the small boy said.
“Yet your pages are still clean and white,
Your covers are stiff and your covers are straight,
Do you think at your age it is right?”
“When I was young,” said the book.“ I came into the hands
of children who handled me with care.
They opened me gently and their fingers were clean.
My margins they kept clean and fair.
They never used pencil as bookmark nor tried
To pull me apart when they were angry
With such kindly treatment my strength and
My looks will last me the rest of my life.”
4.4 Analysis Ask:
1) Who are talking in the poem?
2) What does the boy say?
5 minutes 3) What does the book say?
4) What are they talking about?
5) How did the children handle the book?
6) Do you also take care of your books the way this book was
handled by the children?
4.4 Abstraction Ask: Do you know the parts of the book?
Where can we find each part of the book?
What do you call the hard thing of your book?
10 minutes What does the table of contents contain?
What does the index contain?
What does the glossary contain?
Are the parts of the book important? Why?
Explain the purpose of each part of a book.
How do we take good care of our books? Why?
4.5 Application
Have 4 groups where each group will show and identify the different parts of the
5 minutes book. Use the big book with its complete book parts.
5. Assessment (Indicate whether it is thru Observation and/or Talking/conferencing to
10 minutes learners and/or Analysis of Learnerˊs Products and/or Tests) 10 minutes
Directions: Answer the following questions orally.
1.) What does a table of contents have?
2.) What do you call the hard thing of your book?
3.) What is the difference between an index and a glossary?
4.) What is meant by an author of the book?
5.) Name and show the parts of a book.
6. Assignment (indicate whether it is for Observation and/or Enrichment and/or Enhancement and/or
Preparation for a new lesson) 3 minutes
3 minutes
Memorize the parts of a book and its uses.
7. Wrap
up/Concluding Ask the class to get and show their books. Find out if they are well taken care of.
Activity The teacher praises those who have well care books and tells those who have
worn out books to mend them.
2 minutes
Prepared by:
Name: JUVE C. SARMIENTO School: NANGKA ELEM. SCHOOL
Position/ TEACHER 1 Division: CEBU PROVINCE
Designation:
Contact Number: Email Address:
DETAILED LESSON PLAN
DLP No.: 4 Learning Area: Grade Level: Quarter: Duration:
English 2 2nd 50 minutes
Listen to a variety of media including books, Code:
Learning audiotapes, videos, and other age appropriate EN2LC-IIa-b-2.2
Competencies: publication and EN2OL-IIa-j-1.1-b
a.) Note important details pertaining to
a. characters b. settings c. events
b.) Give the correct sequence of three events
Key Concepts/ The elements of a story are the characters, setting and the events.
Understandings When reading a story, it is helpful to note the important events in the order that
to be they happened. This will help us in understanding the story better.
Developed:
1. Objectives
Knowledge Identify / tell the setting, characters, events in a story read/ heard
Tell the correct sequence of three events in a story read/ heard
Skills Note details by answering wh questions in a selection read/ heard
Arrange events in a story heard
Attitudes Possess the value of contentment
Be Yourself
Values
2.Content/Topic Noting Important Details Pertaining to Characters, Setting, and Events
Sequencing / Arranging of Three Events in a Story Heard/ Read
3. Learning
Resources/ Learner’s Materials 2 pp. 38, 42,43,270, 273
Materials/ Mounted pictures, video presentation/ clips, charts
Equipment
4. Procedures (Indicate the steps you will undertake to teach the lesson and indicate the no. of minutes
each step will consume)
4.1 Introductory Use p. 42 of the Learner’s Materials. (Have it through mounted pictures or video
Activity presentation)
5 minutes Let the pupils study the pictures. And ask them to tell what picture should come
first, second and third. Let them explain the reasons.
Recall the three elements of a story. Have them tell what element of the story tells
the people or animals, when and where the story happens, and the actions in a
story.
4.2 Activity Let the class read the short story on p. 273 of the Learner’s Material 2.
Show pictures of events that happened in the story as they read it.
10 minutes Let them answer the comprehension questions below.
Hide and Seek
Maria, Jen, Kevin, Richard, and KC play hide and seek in the park.
Jen covers her eyes and counts up to thirty. The other children hide in
different places. Maria goes behind a tree. Kevin and KC hide behind
a bench.
Richard runs to the slide and hides behind it. Jen opens her eyes and
walks around. She spots Richard. “Tag, you’re it!” she tells him.
Let them answer the comprehension questions below.
1. Who are the children in the story?
2. Where are they playing?
3. What do they play?
4. What does Jen do first?
5. Where does Maria go?
6. Where do Kevin and KC hide?
7. Where does Jen find Richard?
4.3 Analysis Through pictures, let the pupils tell the correct sequence of events. And have
them answer the following questions.
5 minutes 1) What was the first thing that happened in the story?
2) What was the second thing that happened in the story?
3) What was the last thing that happened in the story?
4.4 Abstraction Ask:
Are the events arranged from the first to the last that happened?
10 minutes Do you remember how we arranged three events in the order that they
happened?
What words do we use to tell about these events?
4.5 Application Let the class open p.39 of the Learner’s Material 2.
Have them read the short story and to number the events 1. 2. and 3 to show the
5 minutes correct order.
___Then it laid an egg.
___First the bird made its nest.
___Next it sat on the nest.
5. Assessment Indicate whether it is thru Observation and/or Talking/conferencing to learners and/or
10 minutes Analysis of Learnerˊs Products and/or Tests) 10 minutes
Directions: Listen as the teacher reads the short story. Together with your group
mates, draw on three sheets of paper the three important events that
happened in the story. Arrange them in correct sequence.
(Refer to p.270 of the Learner’s Material 2.)
The Owl That Wanted to Be a Rooster
There was once an owl who thought that the rooster’s job of
waking up the animals was the best job in the barn. The owl wished
so hard to be a rooster. Her wish came true, and she became a
6. Assignment (Indicate whether it is for Observation and/or Enrichment and/or Enhancement and/or
3 minutes Preparation for a new lesson)
What do you do in the morning before going to school? Tell about it. Use the
words first, second, then, and last to help you in telling them in order. Be ready to
share it to the class tomorrow.
7. Wrap Have the pupils sing a song about animal sounds.
up/Concluding
Activity Catty 2x meow, catty 2x meow, catty 2x meow3x
Doggy 2x aw, doggy 2x aw, doggy 2x aww3x
2 minutes Birdy 2x tweet, birdy 2x tweet, birdy 2x tweet3x
Ducky 2x quack, ducky 2x quack, ducky 2x quack3x
Prepared by:
Name: JEANELINE C. ABORDO School: BIBIANA MERCADO
INTEGRATED SCHOOL
Position/ MASTER TEACHER 1 Division: DEPED- DANAO CITY
Designation:
Contact 09150034579 Email Address:
[email protected]Number:
DETAILED LESSON PLAN
DLP No.: 6 Learning Area: Grade Level: Quarter: Duration:
English 2 2nd 50 minutes
Learning Recognize proper eye movement skills (transfer Code:
Competencies: skills- left to right, top to bottom, return sweep) EN2BPK-IId-e-5
Key Concepts/ In reading, it is proper to read from left to right then the top-bottom directions.
Understandings
to be
Developed:
1. Objectives
Knowledge Identify/ follow the proper eye movement skills
Skills Use left to right, top -bottom directions when reading
Attitudes Follow directions religiously
Values Obedience
2.Content/Topic
3. Learning
Resources/ Curriculum Guide, pictures, charts
Materials/
Equipment
4. Procedures (Indicate the steps you will undertake to teach the lesson and indicate the no. of minutes
each step will consume)
Let the class sing the songs “I Have Two Hands” and ‘Up and Down”. Emphasize
4.1 Introductory the left and right directions in doing the actions.
Activity Have them point the left and right, top-bottom directions.
5 minutes
4.2 Activity The teacher shows pictures starting from left to right directions. Have them name
and say something about each picture.
10 minutes Let them produce the sounds of the letters of the alphabet from left to right.
Have them read some simple words from left to right and top-bottom directions.
4.3 Analysis How do you find the activity? Is it easy to perform them? In what directions did
you start looking at the pictures? In reading and producing the correct sound of
5 minutes the letters? In reading some simple words?
4.4 Abstraction Ask: Where will you start reading? What are the directions to follow/ to observe
when reading?
10 minutes Discuss where to start reading texts and what are the proper eye movement
skills when reading.
4.5 Application Let them read the short story written on the board. Emphasizing/ following the left
to right, top-bottom directions when reading.
5 minutes (The teacher models proper eye movement skills (transfer skills- left to right, top
to bottom, return sweep.)
Have the class observe and follow.
5. Assessment Indicate whether it is thru Observation and/or Talking/conferencing to learners and/or
10 minutes Analysis of Learnerˊs Products and/or Tests) 10 minutes
Use the board with sentences written on it. Call pupils individually, pair, or group
to point and read the sentences from left to right, top-bottom directions.
6. Assignment (Indicate whether it is for Observation and/or Enrichment and/or Enhancement and/or
3 minutes Preparation for a new lesson)
Practice reading words and sentences following the proper eye movement skills
(transfer skills- left to right, top to bottom, return sweep.)
7. Wrap What are the proper eye movement skills when reading?
up/Concluding
Activity
2 minutes
Prepared by:
Name: JEANELINE C. ABORDO School: BIBIANA MERCADO
INTEGRATED SCHOOL
Position/ MASTER TEACHER 1 Division: DEPED- DANAO CITY
Designation:
Contact 09150034579 Email Address:
[email protected]Number:
