Republic of the Philippines

Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
BARUGO II DISTRICT
BARUGO II CENTRAL SCHOOL
S.Y. 2024-2025

School BARUGO II CENTRAL SCHOOL Grade TWO

Teacher CHRISTINE MAE B. AVESTRUZ Learnin ENGLISH

g Area

Week/ WEEK 6 / MARCH 27,2025 Quarter Fourth

Grade 2
Teaching
Daily Lesson Date
Plan
Time

Daily Lesson Plan in English 2

I. OBJECTIVES

A. Content Demonstrates understanding of the relationship of phonetic principles of

Standards Mother Tongue and English to decode unknown words in English

The learners are expected to read phrases, short sentences and short
B. Performance
stories consisting of words with short a then answer the who, what and
Standards
where questions about them.

Read phrases, short sentences and short stories consisting of words with
C. Learning
short a then answer the who, what and where questions about them. Melc
Competencies
no. 33

⮚ Read phrases, short sentences, and short stories consisting of

short a and a word;

⮚ Answer who, what, and where questions about the short story
read.
D. Lesson Objectives ⮚ Enumerate different ways on how to take care of our pets.

Integration: (Mathematics) Add mentally 1 to 2 digit numbers

Reading Phrases, Short Sentences, and Short Stories Consisting of

Short
II. CONTENT
a Words and Answer the Who, What, and Where Questions about
Them

III. LEARNING
RESOURCE

A. References

1.Teacher's Guide
Curriculum Guide in English Grade 2
pages

2. Learner's Materials ADM Module in English 2 Quarter 4 Week 6

 Page 2 of 8

pages
Pivot Module in English 2 Quarter 4- Week 6

Let’s Begin Reading in English 2 p. 108

3. Textbook pages
All around English 2 p 99

4. Additional Materials
from learning Resource
portal

B. Other Learning Powerpoint presentation, pictures, flashcards, tarpapel, drill board,

Resources/ SIM

IV. PROCEDURE

Begin with classroom routine:

a. Checking of attendance Indicator 1:

Applied knowledge
b. Community Song “It’s A Small World” of content within
and across
Review
curriculum teaching
A. Reviewing Roll the dice and read the word. areas.
previous lesson
or presenting
the new lesson
(Introductory
Activity)

B. Establishing a Do you have pets at home ?

purpose for the
lesson
(Motivation) What is your pet ?

How did you take good care of your pets ?

Why do we need to take good care of our pets?

Do you love your pets ?

Let us arrange the picture puzzle to reveal one of

our favorite pet at home.
 Page 3 of 8

Let us read a short story about our pet cat. Indicator 1:

Dan and His Cat Applied knowledge

of content within
Dan has a pet cat. The cat is Pat. and across learning
Pat has a cap. It naps on the mat. areas.

Dan taps on the mat.

Oh! How Dan loves his cat, Pat. Indicator 2:

Used range of
teaching strategies
Who has a pet cat? that enhance
learner
achievement in
What is his pet’s name? literacy skills.
C. Presenting
examples/instan
ces of the new Where does Pat nap?
lesson

(Demonstration
/ Modeling) Let us read the phrases in the story.

a pet cat

a cap

on the mat

the cat

Let us read the sentences in the story.

Dan has a pet.

The cat is Pat.

Pat has a cap.

Dan taps on the mat.

D. Discussing new A phrase is a group words that works together to Indicator 1:

concepts and make meaning, but it is not a complete sentence.
practicing new Applied knowledge
Example: of content within
skills #1
and across learning
(Analysis) areas.

Observable #6:
Applied a range of
successful
 Page 4 of 8
strategies that
maintain learning
environments that
motivate learners
to work
productively by
A sentence is a set of words that is complete in itself, assuming
typically containing a subject and predicate. responsibility for
their own learning.
Example:
1. The rat is in the van.
Where is the rat? ____________
2. The man has a cat.
Who has a cat? _____________
3. Pam has a new bag.
What is new? _______________
4. Nan has a red fan.
Who has a red fan? ___________
5. Dan sat in the cab.
Where did Dan sit? ____________
How many phrases are there? How about sentences?
7 + 5 =? How many apples are there in all?
A short story is a piece of prose fiction that typically
can be read in a sitting and focusses on a self-
contained incident or series of linked incidents, with
the intent of evoking a single effect or mood.

Indicator 2:

Used range of
teaching strategies
that enhance
learner
achievement in
numeracy skills.

E. Discussing new Group Activity

concepts and
practicing new Indicator 1:
skills #2 Applied knowledge
(Analysis) of content within
and across learning
areas.
 Page 5 of 8

Indicator 2:

Used range of
teaching strategies
that enhance
learner
achievement in
literacy skills.

Observable #6:
Applied a range of
successful
strategies that
maintain learning
environments that
motivate learners
to work
productively by
assuming
responsibility for
their own learning.

Observable #7:

Designed, adapted
and implemented
teaching strategies
that are responsive
to learners with
disabilities,
giftedness and
talents.
 Page 6 of 8

Observable # 8:
Planned and
delivered teaching
strategies that are
responsive to the
special educational
F. Developing mastery. needs of learners in
difficult
(Independent Practice)
circumstances,
including:
geographic
isolation; chronic
illness;
displacement due
to armed conflict,
urban resettlement
or disasters; child
abuse and child
labor practices.

G. Finding practical
applications of concepts You requested to your dad and mom to have your
and skills in daily living own pet cat. What are the different ways to take
(Application) good care of your pet cat ?

Remember:

H. Making Phrase reading is a technique that builds fluency,

generalizations and aids comprehension and improves oral reading.
abstractions about the
Reading stories to young children play a vital role in
lesson (Generalization)
their cognitive skills and help along the process of
cognitive development. Reading also helps children
with their confidence levels, coping with feelings and
language and learning.

Read the story. Then, answer the questions Indicator 2:

that follow.
Used range of
Dan has a cat, that sat on a mat. He saw a fat man, teaching strategies
that enhance
who ran after a rat. The rat went inside the van, and learner
he achievement in
saw a tall man who is holding a pan. literacy skills.
I. Evaluating learning
1. Who has a cat? ____________________________
(Evaluation)
2. Where did the cat sit? ______________________

3. Who ran after the rat? ______________________

4. The rat went inside the _______.

5. The tall man is holding a ______.

J. Additional activities Practice reading at home with cvc a phrases,

for application or sentences and short stories.
remediation
 Page 7 of 8
(Assignment)

V. REMARKS Index of Mastery

VI. REFLECTION

A. No. of learners who

earned at least 80% on
the formative
assessment

B. No. of learners who

require additional
activities for
remediation

C. Did the remedial

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

D. No. of learners who

continue to require
remediation

E. Which of my teaching
strategies worked well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor
can help me solve?

G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teacher?

Prepared by:

CHRISTINE MAE B. AVESTRUZ

Teacher III

NOTED:
HYGELISA B. GAM MARCEL SHELLEN M.
CORDETA
Master Teacher School Head
 Page 8 of 8

Annotation

To fulfill curriculum requirements based on the Curriculum Guide/CG, knowledge, skills,

and attitude, or KSA, is employed in lesson planning objectives. House rules / guidelines are
made before completing activities to avoid and prevent misbehavior. While instructions are
being given, ESP/Values are integrated. I integrate Music in my classes during "Review" to
keep things fun while also raising the standard on the critical thinking abilities that I've taught
in the past.

For students to see and read clearly, realia and printed materials such as activity sheets and
tarpapel were printed on clear sheets of bond paper. It is evident how different learning
domains are integrated, such as English comprehension and proper sentence building.
Positive feedback is offered to learners throughout each collaborative sharing exercise.

Observable #1: Apply knowledge of content within and across curriculum teaching areas.
● this lesson integrates values education by promoting respect, unity, cooperation,
determination, and responsibility. It does this through a warm greeting, a community song
emphasizing teamwork, discussions about students' aspirations, and respectful interactions.
These values are subtly woven into the lesson, fostering positive attitudes and a sense of
community among students.

Observable #2: Use a range of teaching strategies that enhance learner achievement in
literacy and numeracy skills.
● The teacher employs various teaching strategies, such as questioning, discussion, and
the use of multimedia (the community song video), to engage students in the lesson. These
strategies enhance literacy skills by promoting comprehension and critical thinking.

Observable #6: Applied a range of successful strategies that maintain learning

environments that motivate learners to work productively by assuming responsibility for their
own learning.
●The teacher applied a range of successful strategies that maintain learning environments
that motivate learners to work productively by assuming responsibility for their own
learning . Furthermore, the teacher incorporates higher-order thinking by having students
analyze and choose appropriate pronouns in different sentences.

Observable #7: Designed, adapted and implemented teaching strategies that are
responsive to learners with disabilities, giftedness and talents.
●The teacher designed, adapted and implemented teaching strategies that are responsive to
learners with disabilities, giftedness and talents. The teacher used differentiated activities
designed for the multiple intelligence of learners.

Observable # 8: Planned and delivered teaching strategies that are responsive to the
special educational needs of learners in difficult circumstances, including: geographic
isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters;
child abuse and child labor practices.
●the teacher planned and delivered teaching strategies that are responsive to the special
educational needs of learners in difficult circumstances, including: geographic isolation;
chronic illness; displacement due to armed conflict, urban resettlement or disasters; child
abuse and child labor practices.