MATATAG K TO 10 CURRICULUM

School: Umangan Elementary School Grade Level: 2

MATATAG Name of Teacher Rosita G. Gutierrez Learning Area: English
K to 10 Curriculum Teaching Dates and Time: JULY 14 - 18, 2025 (WEEK 5) Quarter: First
Weekly Lesson Log

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, family, and
Standards 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 about
Standards 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 Grade EN2VWK-I-1 Identify
frequency words Grade 2 level- 2 level-appropriate sight high-frequency words
accurately. appropriate sight words. words. accurately.
EN2CAT-I-2 Comprehend EN2PWS-I-3 Read words EN2PWS-I-3 Read words EN2CAT-I-2
stories. accurately and accurately and Comprehend 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/. EN2PA-I-2 Segment onset 2. Sequence at least
Competencies 3. Identify the problem and EN2PA-I-2 Segment and rime. three events.
solution in stories. onset and rime. EN2VWK-I-5 Read words 3. Identify the problem
4. Infer the EN2VWK-I-5 Read words correctly for meaning (based and solution in stories.
character’s feelings correctly for meaning on word patterns). 4. Infer the
and traits. (based on word EN2VWK-I-6 Write words character’s feelings
5. Relate story events to patterns). legibly and correctly (based and traits.
one’s experience. EN2VWK-I-6 Write on word patterns). 5. Relate story events to
6. Identify cause and effect words legibly and one’s experience.
of events. 6. Identify cause and
7. Predict possible ending. effect of events.
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EN2CCT-II-2 correctly (based on word 7. Predict possible

Use own words in retelling patterns). ending.
myths, legends, fables, and 8. Give a summary.
narrative poems. EN2CCT-I-5 Compose
EN2VWK-I-4 Identify texts to react to the
words with different character, setting, or
functions. events in a story.
Identify words that EN2CCT-I-7 Make a
describe persons, places, summary of narrative
things, animals, events, text.
ideas, and emotions
(describing words -
adjectives)
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. 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. React to the character,
c. Predict possible ending according to word according to word setting, or events in a
d. Use own words in patterns (initial, final, patterns (initial, final, story.
D. Learning retelling myths, legends, medial): CVC words with medial): CVC words with d. Make a summary of
Objectives fables, and narrative medial /i/. medial /i/. narrative text.
poems. c. Segment onset and c. Segment onset and rime.
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).
high-frequency words, sight words, CVC words sight words, CVC words with high-frequency words,
describing words, cause and with medial /i/, onset and medial /i/, onset and rime story summary, story
II. CONTENT effect of events, predicting a rimes character, setting, or
story ending, events
and retelling
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III. LEARNING RESOURCES

MATATAG Curriculum for MATATAG Curriculum for MATATAG Curriculum for MATATAG Curriculum for
A. References English 2 English 2 English 2 English 2
B. Other Learning Dolch’s list of sight words Dolch’s list of sight words Dolch’s list of sight words Dolch’s list of sight words
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Say: Good morning Say: Let us read the Say: Let us read the words. Post 3 pictures of the 3
learners. words. events from the poem
the she on “Ike and Ben”.
Ask: What gifts do you The she on they but at with
usually wish to receive on They but at with all there out be
your birthday? If it is all there out be have am do
money, what are you going have am do
to do with it? Say: Let us read the groups
Share about it in class. Show a picture of Misty’s of words.
family surprising her
In today’s poem is a girl with gift. 1. on the mat
who received money as a 2. out there
gift. Let us find out what 3. with all they have
Activating Prior she will do with it? 4. big kid
Knowledge 5. at the den

Ask: What do you see in

the picture? What is the
word that best describes
what Misty feels?

Say: Some words that

describe emotions are
joyful, happy, glad, Say: Look at these
afraid, and worried. pictures.
Give your own examples Ask: What story do you
of describing words for remember from these
emotions? (surprised, pictures? (Ike and Ben)
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disappointed, sad, Say: Tell again the story

angry). of “Ike and Ben” to your
seatmate using the three
pictures.

Today, you are going to learn Today, you will be learning Today, you will be learning Today, you will be learning
about a story in poem form, how to: identify Grade 2 how to: identify Grade 2 level- how to: identify high-
predict posible ending of a level-appropriate sight appropriate sight words; read frequency words accurately,
story, cause and effect words, read words words accurately and give a summary, compose
relationship of events, accurately and automatically according to texts to react to the
retelling of a story, and automatically according to word patterns character, setting, or events
words that describe emotions. word patterns (initial, (initial, final, medial): CVC in a story, and make a
Lesson Purpose/Intention final, medial): CVC words words with medial /i/, summary of narrative text.
with medial /i/, segment segment onset and rime; read
onset and rimes, read words correctly for meaning
words correctly for (based on word patterns); and
meaning (based on word write words legibly and
patterns), and write words correctly (based on word
legibly and patterns).
correctly (based on word
patterns).
Before we read the poem Going back to the poem Show pictures of: wig, fig,
“Misty’s Big Day”, let us “Misty’s Big Day” lid, kid
know the meaning of these
words. Ask: Let us read the
words.
kin
Lesson Language Practice bit sit
six mix
big pig

Make sure that the

learners read each word
Ask: What is in the Ask: What is in the picture?
correctly.
(fig)
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picture? (family) What is Prepare pictures of: bit

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the other word that means hit sit

the same as family? (kin) six mix Write the learner’s answers
Say: Other word for family big pig on the board.
is “kin”. “Kin” means
“family”. Say: I have 6 pictures. Say: Let us read the first
Match the words with word: fig
snug their picture meaning.
Call the learners to Ask: What is the sound of
answer. the first letter in the word
“fig”? (/f/)
Point at the word “sit”.
Ask: What is the first How do you read the
sound you hear in the remaining two letters? (-ig)
word “sit”? How do you
Say: I have here a picture read the other letters in Ask the same question
of a girl in her bed. Since the word “sit”? frames for the remaining 3
it is too cold in Tagaytay, pictures.
her mother snugly covered Process the other words
her from shoulder to toe using the same Say: When we read, we
with a warm blanket. questions. sound out the first letter of
What will you feel when the word and blend the
your body is covered by a remaining syllable.
blanket? (warmth/
comfort) Another word for
comfort is snug.

dismay

Ask: What do you think

the girl in the picture feels?

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What is the other word for

sad? (dismay)

delighted

Ask: What do you think

the boy in the 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.
During/Lesson Proper
Say: Before you listen to Post the sets of words, Say: Let us read the poem.
the poem, remember to phrases, and sentences Match the correct picture
follow these rules while on the board. with each part of the poem.
listening.
Look at the teacher talking Say: Let us read the Ike and Ben
in front. words. By: Mil F. Ponciano
Reading the Key □ Listen using your ears, bit sit
Idea/Stem and heart. six mix Ask: Who are the animals
□ Do not talk when big pig in the picture? (Ike and
someone else is talking. Ben)
Wait for your turn to Say: Let us read the
speak. group of words. Say: This time, pair with
In a tiny town, your seatmate. Choose
big bag Near a blue lake,
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six pigs Lived a mouse named Ike, who will act as Ike and
MISTY’S BIG DAY the bit of ham Who liked to skate. who will act as Ben.
By: Bernadette Lazarte turned six
bit by bit One sunny day, Give clear instructions
Waking up from the cluck of Ike met his friend Ben, for the task.
her hen, Ask: What is big? What A kid with a kite,
Misty realized it was is said about the bag? They played till the end. Directions: Play the role
already ten. of Ike or Ben. If you were
She hurried up a bit, Process the other Ask: Who were the Ike or Ben, tell Ike or Ben
In front of the table, she phrases using “phrase characters in the story? (Ike how you feel about
was ready to sit. sense” questions. and Ben) Where are they? playing with him and the
(lake) What does Ike like to things you enjoy doing
Her family and friends do? (skate) What does Ben together.
welcomed her with a hug, love to do? (play kite) Remind them of some
She felt warmth, a love so describing words for
snug. They sat by a tree, emotions that they can
Saying goodbye to age six Ike wore a wig, use, which were taken up
New adventures await, Ben ate a fig, in Day 1 (joyful, excited,
with a joyful mix. While Ike felt sick. happy, surprised,
worried, etc.)
Ask: Ask: Where did they sit?
1. What is being celebrated (under a tree) What did they Call on learners in pairs.
in the poem? (Misty”s do? (wore wig and ate a fig) Let them present their
birthday) dialogues in front of the
2. How old do you think is They dug a small hole, class.
Misty now? What made Covered it with a lid,
you think so? (7) Then they waved goodbye,
3. Do you think her family Happy as they hid.
members will give her Ask: What else did they do?
birthday gifts? Why? Yes) (made a hole then covered it
with a lid)
Say: Let us find out if the
answers are correct. Listen
as I continue to read the
poem.

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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:
1. What are the gifts Misty
received? (toy, money, jar)
2. Do you think Misty liked
the gifts that she received?
(Yes/No. Accept all
answers)
3. If you were Misty, would
you like the gifts? (Yes, No)
4. What do you think is the
ending of the story will be?
(Misty is very happy during
her birthday)
Say: Listen as I continue to
read the poem.

Without her knowing, her

family is saving,
For her birthday everyone
is preparing.
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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:
What was the first gift
Misty received? (toy pig)
Second gift? (money) And
third gift? (jar)
What do you think will
Misty do with her money?
(save)
How do you spend your
pocket money in school?
Do you spend all of it or do
you save some from it?
(save some of it)
Is saving money good?
Why? (Yes. To save for
the future.)
How do you save money?
(Keep it in the piggy bank).
Developing Present sentences showing Say: Let us read the Show pictures of cvc words Show the three pictures
Understanding of the Key cause and effect sentences. with medial /i/ and let the of events in the poem
Idea/Stem relationship to learners. learner named each picture “Ike and Ben”.
The kids fix the wig. shown.
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Say: Let us read the ideas The lid of the can is big. 1.
taken from the poem. Misty zips from the can
of milk.
1. The hen clucks. Meg and Misty eat the 2.
2. Misty wakes up. big ham.
I mix the milk. Say: With the help of
Ask: What causes Misty to these pictures, say the
wake up? Ask: Who fixed the wig? 3. short version (shorts) of
What happens when the What was fixed by the the story “Ike and Ben”.
hen clucks? kids? What is a wig for?
Say: In telling a short
Process the other sets version of a story, you
of sentences by asking Process the other 4. simply tell about the
the same questions. sentences by making events that happened at
1. She receives hugs. “sentence sense” the beginning, at the
2. She feels safe. questions. middle, and at the end of
the story.
1. She receives gifts. 5.
2. She was happy.

Say: Circle the reason for

why something happened Say: Choose a picture and
and box the result. tell me its name
Write the picture name on
1. The house is the board.
burning so the Say: Now, trace the word.
firemen came. Then, copy the same word.

2. Jino’s tooth aches. He Pig

went to the dentist.
3. She passed the exam
Wig
because she studied.
lid

mix
kid

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Note: As the learners

answer, write each word to
blue, red, blue lines.

Say: look at the words

written on the board. We
start to write the letter in
red lines since it starts with
small letter.
Each word should
write correctly.
Prepare a box with the Say: Complete the Say: This time, let us
pictures of Misty, family sentences by writing Directions: Read the words read the following words.
and friends, living room the missing letters. inside the flower vase and
portion of the house, write the CVC words with a and they Ben
envelope with money medial /i/ inside the Ike the she on
inserted in an envelope flower but at with all
And picture of a piggybank there out be have
with peso sign. □ The c t ran to the am do
v n. bit
dip Say: Read the phrases.
fit
Deepening Understanding
of the Key Idea/Stem □ Meg met her pet p g. Ben and Ike
have a kite
hit ten hen
kid Say: Read the sentences.

□ Tim hid his big h t. Ben and Ike have a kite.

Say: So now, I have a box. The kite is brown.
Inside the box are pictures. They play with it at the
Get one picture and post it park.
on the board. Ben likes to walk.
Ike likes to run.
Misty- □ Dan fed his pet h n.
Go back to sentence 1.
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Ask: How does she feel at

the beginning of the poem? Ben and Ike have a kite.
(worried)
Ask: Who has a dog?
Family members- What do Ben and Ike
Ask: How do you think □ The m n met at have? What are Ike and
Misty’s family fell when t n. Ben?
they were saving for Misty’s
birthday present? (excited) Do the same processing
with the other sentences
Do the same processing by asking questions that
with the other pictures. call for “sentence sense”.
Elicit describing words for
emotions.

Ask the learners to reflect Ask the learners to Ask the learners to reflect Ask the learners to reflect
and complete these reflect and complete and complete these and complete the
statements: these statements: statements: statement:

What I learned today: What I learned today: What I learned today: What I learned today:

We had learned that.. We had learned that We had learned that We had learned that to
letter “i” has a letter “i” has a sound. tell the short version of a
sound. story, we say the
Making Generalizations There are words that Reading words with letter event, the event, and
and Abstractions describe emotions. They Reading words with “i” is done by all the the event.
are called words. letter “i” is done by letter sounds around it.
all the letter
sounds around it.
In story events, there is an
event that tells why
something happened.
There are also events
that that tell the .

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So now learners, listen to Directions: Complete Directions: Fill in the Read the passage. Then,
me carefully as I read some the sentences using the missing medial letters say the short version of
lines. Make a thumbs up if pictures inside the box. to form a word. Then, the story to your class.
the statement I read read each word aloud.
presents a cause-effect Ben and Ike have a kite.
relationship and thumbs It is brown. They play
down if it presents a with it at the park. Ben
problem or a solution only. likes to walk, but Ike
Everybody should answer. 1. p_g likes to run. They have
1. The is big. fun together. Later,
Ask: is it clear? 2. Her is red. when they go home,
Say: Let us start. 3. Her long hair is there is a cat on the
Ana is happy because she . porch. Ben feeds it. Ike
got a new pair of shoes. 2. l_d watches. They are
Evaluating Learning What does Ana feel? happy.
The road is so dry because
it has not rained for six
months.
Trisha is taking some 3. f_g
medicine because she is
not feeling well.
What does Trisha feel?
To make our bones
stronger, we should drink 4. m_x
milk.

5. w_g

Read the words. Read the groups of words. Read the passage.
Additional Activities for bit sit the she
CAUSE
Application or on they but at 1. big bag Mix and Six
Remediation (if with all there out 2. six pigs By: Mil F. Ponciano
applicable) be have am do 3. the bit of ham Once upon a time, there
EFFECT 1 EFFECT 2 EFFECT 3
six mix 4. turned six was a big, pink pig
big pig 5. bit by bit named Mix. Mix liked to
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 MATATAG K TO 10 CURRICULUM

Read your favorite story sit under the tree and eat
and fill in the graphic apples.
organizer above.
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
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:

ROSITA G. GUTIERREZ JACKYLYN R. PASCUAL STEVE P. AQUINO

Adviser Master Teacher/Head Teacher School Head

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