MATATAG School Grade Level 2

K to 10 Curriculum Name of Teacher Learning Area English

Weekly Lesson Log Teaching Dates and Time Quarter 1 Week 5

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate phonological awareness and phonic knowledge in decoding developmentally-
A. Content
appropriate words; and understand and create simple sentences to express meaning about oneself,
Standards family, and everyday topics
The learners use phonological, phonic, and alphabet knowledge to read/write words accurately; decode high
B. Performance frequency words and some content-specific vocabulary; use phrases or simple sentences to express ideas
Standards about
oneself, family, and everyday topics; and read grade level sentences with appropriate speed, accuracy, and
expression
EN2VWK-I-1 Identify high- EN2PWS-I-1 Identify EN2PWS-I-1 Identify EN2VWK-I-1 Identify
frequency words Grade 2 level-appropriate Grade 2 level-appropriate high-frequency words
accurately. sight words. sight words. accurately.

EN2CAT-I-2 Comprehend EN2PWS-I-3 Read words EN2PWS-I-3 Read words EN2CAT-I-2 Comprehend
stories. accurately and accurately and stories.
1. Note important elements automatically according automatically according to 1. Note important
from stories (characters, to word patterns word patterns elements from stories
setting, events). (initial, final, medial): (initial, final, medial): CVC (characters, setting,
2. Sequence at least three CVC words with medial words with medial /i/. events).
C. Learning events. /i/. 2. Sequence at least three
Competencies 3. Identify the problem and EN2PA-I-2 Segment onset events.
solution in stories. EN2PA-I-2 Segment and rime. 3. Identify the
4. Infer the onset and rime. problem and solution
character’s feelings EN2VWK-I-5 Read words in stories.
and traits. EN2VWK-I-5 Read words correctly for meaning 4. Infer the
5. Relate story events to correctly for meaning (based on word patterns). character’s feelings
one’s experience. (based on word patterns). and traits.
6. Identify cause and EN2VWK-I-6 Write words 5. Relate story events to
effect of events. EN2VWK-I-6 Write words legibly and correctly (based one’s experience.
7. Predict possible legibly and correctly on word patterns). 6. Identify cause and
ending. (based on word patterns). effect of events.
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 7. Predict possible
ending.

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EN2CCT-II-2 8. Give a summary.
Use own words in retelling
myths, legends, fables, and EN2CCT-I-5 Compose
narrative poems. texts to react to the
character, setting, or
EN2VWK-I-4 Identify words events in a story.
with different functions.
Identify words that EN2CCT-I-7 Make a
describe persons, places, summary of narrative
things, animals, events, text.
ideas, and emotions
(describing words -
adjectives)

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 At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
learners will be able to: learners will be able to: learners will be able to: learners will be able to:

a. Identify high-frequency a. Identify Grade 2 level- a. Identify Grade 2 level- a. Identify high-frequency
words accurately. appropriate sight words appropriate sight words. words accurately.
b. Identify cause and effect b. Read words accurately b. Read words accurately b. Give a summary
of events. and automatically and automatically c. Compose texts to react
c. Predict possible ending according to word according to word patterns to the character, setting,
d. Use own words in patterns (initial, final, (initial, final, medial): CVC or events in a story.
retelling myths, legends, medial): CVC words with words with medial /i/. d. Make a summary of
fables, and narrative medial /i/. c. Segment onset and narrative text.
D. Learning poems. c. Segment onset and rime.
Objectives e. Identify words that rimes d. Read words correctly for
describe persons, places, d. Read words correctly meaning (based on word
things, animals, events, for meaning (based on patterns).
ideas, and emotions word patterns). e. Write words legibly and
(describing words - e. Write words legibly correctly (based on word
adjectives) and correctly (based on patterns).
word patterns).

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II. CONTENT
III. LEARNING RESOURCES
A. References
B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Say: Good morning Say: Let us read the Say: Let us read the Post the 3 pictures of the
learners. words. words. 3 events from the poem
“Ike and Ben”.
Ask: What gifts do you The she on the she on
usually wish to receive on They but at with they but at with Picture 1 – a mouse and
your birthday? If it is all there out be all there out be a goat separating ways
money, what are you going have am do have am do home
to do with it? Picture 2 – a mouse and a
Share about it class. Say: Let us read the goat playing kite on a
groups of words. sunny day
In today’s poem is a girl Show a picture of Misty’s Picture 3- t a mouse and
Activating Prior who received money as a family surprising her 1. On the mat a goat eating under a fir
Knowledge gift. Let us find out what with gift. 2. Out there tree
she will do with it? 3. With all they have
Ask: What is happening 4. Big kid Say: Look at these
in the picture? What is pictures.
5. At the den
the describing word for Ask: What story do you
what Misty feels? remember from these
pictures? (Ike and Ben)
Say: Some examples of Say: Tell again the story
descriptive words are of “Ike and Ben” to your
disappointed, joyful, seatmate using the three
angry, and worried. pictures.

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 Give your own examples
of describing words for
emotions?

Today, we are going to Today, we will be Today, we will be learning

Today, we will be learning
how to: identify high-
frequency words
accurately, give a summary,
learn about a story in poem learning how to: identify how to: identify Grade 2
compose texts to react to
the character, setting, or
events in a story, and make
a summary of narrative
form, predict posible Grade 2 level-appropriate level-appropriate sight text.

ending of a story, cause sight words, read words words, read words

and effect relationship of accurately and accurately and

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 events, retelling of a story, automatically according automatically according to

and words that desctribe to word patterns (initial, word patterns

emotions. final, medial): CVC words (initial, final, medial): CVC

with medial /i/, segment words with medial /i/,

Lesson Purpose/Intention onset and rimes, read segment onset and rime,

words correctly for read words correctly for

meaning (based on word meaning (based on word

patterns), and write patterns), and write words

words legibly and legibly and correctly (based

correctly (based on word on word patterns).

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 patterns).

Before we read the poem Going back to the poem Prepare 3 pictures:
“Misty’s Big Day”, let us “Misty’s Big Day” (illustrate each stanza
know the meaning of these below)
words. Ask: Let us read the
words. Say: Let us read the poem.
Lesson Language Practice kin – (picture of a family Match the correct picture
“men and women who are bit sit with each part of the
gathered. six mix poem.
Ask: What is in the big pig
picture? (family) what is Ike and Ben
By: Mil F. Ponciano

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the other word that means Make sure that the
the same as family? (kin) learners read each word In a tiny town,
Say: Other word for family correctly. Near a huge blue lake,
is “kin”. “Kin” means There was a friendly
“family”. Prepare pictures of: bit mouse, Named Ike.
sit
snug – Say: I need a six mix Ask: What is the correct
volunteer learner for our big pig
picture for that part of the
next word.
Embrace the volunteer
poem?
Say: I have 6 pictures.
learner. Ask: What am I Match the words with
doing with your classmate? their picture meaning. One sunny day,
(embracing) How do you Call learners to answer. Ike visited His nice friend,
feel when someone is A goat named Ben.
embracing you? What can Point at the word “sit”.
an embrace give you? Ask: What is the first Ask: What is the correct
(snug) sound you hear in the picture for that part of the
word “sit”? How do you poem?
dismay – (picture of a sad read the other letters in
girl) Ask: What do you the word “sit”? Ben had a kite,
think the girl in the picture With colors so bright,
feels? Process the other words They flew it up,
What is the other word for using the same
Way out of sight!
sad? (dismay) questions.
Ask: What is the correct
delighted- show a picture
of a boy giggling. Ask: What picture for that part of the
do you think the boy in the poem?
picture feels? What is the
other word for surprised?
(delighted)

Remember the meanings of

these words because later
you will hear them in the
poem.
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During/Lesson Proper
Say: Before you listen to Post the sets of words, Say: This time let us continue Show a picture of Ike and
the poem, remember to phrases and sentences to reading the poem. Ben playing kite on a
follow these rules while the learners. sunny weather (picture 2
listening. (show picture of what the above).
 Look at the teacher talking Say: Let us read words. stanza is saying) Ask: Who are the animals
in front. bit sit in the picture? (Ike and
Then they sat down,
 Listen using your ears, and six mix Ben)
Under a big tree,
heart. big pig And had some tea, Say: This time, pair with
 Do not talk when someone Full of happiness and glee. your seatmate. Choose
else is talking. Say: Let us read the
group of words. who will act as Ike and
 Wait for your turn to (show picture of what the who will act as Ben.
speak. stanza is saying)
1. Big bag
When the sun went down, Give clear instructions for
2. Six pigs
They waved goodbye, the task.
3. The bit of ham
With a big sigh,
MISTY’S BIG DAY 4. Turned six Directions: Play the role
In the sky.
Reading the Key By: Bernadette Lazarte 5. Bit by bit of Ike or Ben. If you were
Idea/Stem Ike or Ben, tell Ike or Ben
Waking up from the cluck (show picture of what the
Ask: What is big? What is how you feel about
of her hen, stanza is saying)
said about the bag? playing with him
Misty realized it was Ike walked home,
and the things you enjoy
already ten. Process the other
Feeling happy and glad,
doing together. Remind
She hurried up a bit, phrases why making For the fun they had,
them of some
In front of the table, she’s “phrase sense” via With his friend Ben, describing words for
ready to sit. questions. And their kite in the air! emotions that they can
use, which were taken up
Her family and friends in Day 1 (joyful, excited,
welcomed her with a hug, happy, surprised, worried,
She felt warmth, a love so etc.)
snug.
Saying goodbye to age six Call on learners in pairs.
New adventures await, with Let them present their
a joyful mix. dialogues in front of the
class.
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Ask:
1. What is being
celebrated in the poem?
2. How old do you think is
Misty now? What made you
think so?
3. Do you think her family
members will give her
birthday gifts? Why?

Say: Let’s find out if the

answer is correct, Let us
continue to listen to the
poem.

Wondering if her kin would

bring something,
Hoping for the best of what
is coming.
Will she be happy in this
day?
Or will she feel dismay?

Lots of surprises made this

day so big,
First, a toy gift that
resembles a pig.
Second, some money in an
envelope with a seal,
And third, is an empty but
cute glass jar to fill.

Ask:

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1. What are the gifts Misty
received?
2. Do you think Misty liked
the gifts that she received?
3. If you were Misty, would
you like the gifts?
4. What do you think the
ending of the story will be?

Let us continue.

Without her knowing,

her family is saving,
For her birthday everyone
is preparing.
Saying goodbye to age six,
New adventures await with
a joyful mix

The gifts delighted her a

lot,
Like a rainbow from a
golden pot.
Saving for the future is to
win,
A way to reach dreams
within.

Say: Let us talk about the

poem.

Ask:
1. What was the first gift
Misty received?
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 Second gift? And third
gift?
2. What do you think is
the glass jar for?
3. What do you think
will Misty do with her
money?
4. How do you spend
your pocket money in
school? Do you spend
all of it or do you save
some from it?
5. Is saving money
good? Why?
6. How do you save
money?

Present sentences showing

cause effect relationship to Say: Let us read the Show pictures of cvc Show the three pictures of
learners. sentences. words with medial /i/ and events in the poem “Ike and
let the learner named each Ben”.
Say: Let us read the 1. The kids fix the picture shown.
sentences from the poem. wig.
2. The can lid is

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Developing Understanding 1. The hen clucks. big. 1. Picture of pig
of the Key Idea/Stem 2. Misty wakes up. 3. Misty zips from 2. Picture of wig
the can of milk. 3. Picture of lid Say: With the help of these
Ask: What causes Misty to 4. Meg and Misty 4. Picture of mixing pictures, say the short
wake up? 5. Picture of kid. version (shorts) of the story
eat the big ham.
What happens/results Say: Choose a picture and “Ike and Ben”.
5. I mix the milk.
when the hen clucks? tell me its name.

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 Ask: Who fix the wig? Write the picture name on
Process the other sets of What was fixed by the the board. Say: In telling a short
sentences by asking the kids? What is a wig for? version of a story, you
same question set. Say: Now, trace the word. simply tell about the
1. She receives hugs._ Then, copy the same word. events that happened t
2. She feels safe. Process the other the beginning, at the
sentences by making pig pig(tracing font) middle, and at the end of
1. She receives gifts. “sentence sense” via wig wig (tracing font the story.
2. She was happy. questions. lid lid(tracing font)
mix mix(tracing font)
kid kid(tracing font)
Say: Circle the reason for
why something happened
and box the result. Note: As the learners
answer, write each word to
1. The house is blue, red, blue lines.
burning and the firemen
came. Say: look at the words
written on the board. We
2. Jino’s tooth aches and start to write the letter in
they went to the dentist. red lines since it starts
3. The robbers stole a with small letter.
cellphone from the store Each word should write
and the policemen arrested correctly.
them.

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 Prepare a box with the Say: Complete the Directions: Read the words Say: This time, let us
pictures of Misty, family sentences by writing the inside the flower vase and read the following words.
and friends, living room missing letters. write the CVC words with
Deepening Understanding portion of the house, medial /i/ inside the a and they Ben Ike
of the Key Idea/Stem envelope with money flower the she on but
inserted in an envelope at with all
And picture of a piggybank there out be have
with peso sign.  The c t ran to the v n. am do

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 (Illustration of flowers in a
vase)
Say: So now, I have a box. Say: Read the phrases.
Inside the box are pictures.  Meg met her pet p g.
Get one picture and post it 1. Ben and Ike
on the board. 2. have a kite
3. Ten hen
Misty- Say: Read the sentences.
Ask: How does she feel at
the beginning of the poem?  Tim hid his big h t.
1. Ben and Ike have a
(worried) kite.
2. The kite is brown.
Family members- 3. They play with it at
Ask: How do you think  Dan fed his pet h n. the park.
Misty’s family fell when 4. Ben likes to walk.
they were saving for Misty’s 5. Ike likes to run.
birthday present? (excited)
Go back to sentence 1.
Do the same processing  The m n met at t n.
with the other pictures. Ben and Ike have a kite.
Elicit describing words for
emotions. Ask: Who have a dog?
What does Ben and Ike
have? What are Ike and
Ben?

Do the same processing

with the other sentences
by asking questions that
call for “sentence sense”.

Ask the learners to Ask the learners to reflect Ask the learners to reflect
Making Generalizations Ask the learners to reflect reflect and complete and complete these and complete these
and Abstractions and complete these these statements: statements: statements:
statements:

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 What I learned today: What I learned today: What I learned today:
What I learned today:
We had learned that We had learned that letter We had learned that to tell
We had learned that.. letter “I” has a “I” has a sound. the short version of a
sound. story, we say the
Reading words with letter event, the event, and
There are words that Reading words with letter “I” is done by all the the event.
describe emotions. They “I” is done by all the letter sounds around it.
are called words. letter sounds around it.

In story events, there is

events that tell why
something happened. There
are also events that that tell
the .
So now learners, listen to me Directions: Complete the Directions: Fill the missing Read the passage. Then,
carefully as I read some lines sentence using the beginning and ending say the short version of
and you would make a pictures inside the box. letters to form a word. the story to your class.
thumbs up if what I had read Then, read each word aloud
has a cause-effect and 1. The is big. (illustrate each word above Ben and Ike have a kite.
thumbs down if there is a 2. Her is red. the word). It is brown. They play
problem or a solution only. 3. Her long hair is with it at the park. Ben
Everybody should answer. . 1. p_g likes to walk, but Ike
Ask: is it clear? (Picture of pig, wig, lip) likes to run. They have
Evaluating Learning Say: Let us Start. fun together. Later, they
1. Ana is happy 2. l_d go home. There is a cat
because she got a on the porch. Ben feeds
new pair of shoes. it. Ike watches.
2. What does Ana 3. f_n They are happy.
feel?
3. The road is so dry
4. m_x
because it has not

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 rained for six
months. 5. w_g
4. Trisha is taking
some medicine
because she is not
feeling well.
5. What does Trisha
feel?
6. To make our bones
stronger, we
should drink milk.

CAUSE
Read the words. Read the groups of words. Read the passage.

bit sit The she 1. Big bag Mix and Six

EFFECT 1 EFFECT 2 EFFECT 3 on They but at 2. Six pigs By: Mil F. Ponciano
with all there 3. The bit of ham
Watch your favorite story out be have am do Once upon a time, there
4. Turned six
and fill in the graphic six mix was a big, pink pig
5. Bit by bit named Mix. Mix liked to
organizer above. big pig
sit under the tree and eat
Additional Activities for apples.
Application or
Remediation (if applicable) One day, Mix met a little
bit of a piglet named Six.
Six was small and liked
to play in the mud.

Mix and Six became

friends and played
together every day. They
would mix and match

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 colors with their
crayons and draw big
pictures of their
adventures. They
were the best of friends!
Remarks
Reflection

Prepared by: Reviewed by: Approved by:

Subject Teacher Master Teacher/Head Teacher School Head

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