School Subject English

Date/ July 078 - 11, 2025/Week 4 Quarte 1 Grade 2

Week r

Detailed Lesson Plan

Monday Tuesday Wednesday Thursday Friday

Day 1 Day 2 Day 3 Day 4 Day 5
I. Curriculum Content, Standards, and Learning Competencies
A. Content The learners demonstrate phonological awareness and phonic knowledge in decoding developmentally appropriate words; and
Standards understand and create simple sentences to express meaning about oneself, family, and everyday topics.
(Mga Pamantayang
Pangnilalaman)
B. Performance The learners use phonological, phonic, and alphabet knowledge to read/write words accurately; decode high frequency words and
Standards some content-specific vocabulary; use phrases or simple sentences to express ideas about oneself, family, and everyday topics; and
(Mga Pamantayan read grade level sentences with appropriate speed, accuracy, and expression.
sa Pagganap)
C. Learning EN2VWK-I-1 Identify high- frequency words accurately.
Competencies and EN2CAT-I-2 Comprehend stories.
Objectives 3. Identify the problem and solution in stories.
(Mga Kasanayan at EN2VWK-I-4 Identify words with different functions.
2. words that label actions (doing words - verbs)
Layuning
EN2CCT-II-2 Use own words in retelling myths, legends, fables, and narrative poems.
Pampagkatuto) EN2PWS-I-1 Identify Grade 2 level-appropriate sight words.
EN2PWS-I-3 Read words accurately and automatically according to word patterns (initial, final, medial): CVC words with medial
/e/.
EN2PA-I-2 Segment onset and rime.
EN2VWK-I-5 Read words correctly for meaning (based on word patterns).
EN2VWK-I-6 Write words legibly and correctly
(based on word patterns).
D. Content Problem and Solution
(Nilalaman) Medial sounds /e/
E. Integration GMRC: Pagdarasal
(Integrasyon)
II. Learning Resources
Textbook/s Enhanced K-12 Curriculum Guide in English Grade 2
Teacher’s Manual
Articles Ppt
Images Video Presentations
Media Pictures
LR Portal Learning Activity Sheets
eResources Links: https://www.youtube.com/watch?v=d_IvS7qrrPE&list=RDd_IvS7qrrPE&start_radio=1
Others https://www.youtube.com/watch?v=td31TuY0-WE

III. Teaching and Learning Procedure

A. Activating Prior SAY: SAY:Good day, SAY: Present the list of sight Summative Test
Knowledge Good day, everyone! everyone! Yesterday Good day, everyone! words and words in CVC
(Pagkuha ng Dating Last week you you got to meet Meg in Yesterday, you read pattern with medial e
Kaalaman) listened to a story and the story “Why Ants and wrote words sound to the learners.
also learned about are Diligent.” You also having CVC pattern
words that persons, identified the problem with medial /e/ sound.
places, things, she
animals, events, and the other ASK:
ideas, and emotions. characters
encountered and Can you share to the
Elicit sample words for discovered how they class some words I
the topic mentioned solved it. You also asked you to practice
from learners. learned about action reading at home?
ASK: words. Have drills on high-
Show one picture from frequency words used
What do you always pray in the story. Ask the learners to
for? Tell about it in class. the story “Why Ants
are Diligent”. read the list as a class,
SAY: This time, match by row, and
Call upon at least five the pictures with their
learners to share their ASK: individually.
names by drawing a
thoughts on the central What do you line. Ask the learners to
question. Process with remember from this read again words in
the class their picture? CVC pattern with
responses and medial e sound.
emphasize the diversity SAY: foods
in their perspectives. Great! Can you give me Point to the word “pet”.
samples of action
SAY: words? Ask: how do you read
Meg
Listen to the story. Find this syllable? (-et)
out what prayers and hard
work brought to the
characters. Ask: What is the
 sound of letter p? (/p/)
ants what word is formed
when you combine
/p/ and –et? (pet)

animals

forest

B. Establishing Use picture clues in SAY: SAY: Ask the learners to

Lesson Purpose identifying the meanings read the following
of the given words. First, I will read the I will read to you phrases.
(Paglalahad ng words to you. Then, some lines from the
Layunin) Then, match each
1. Ants - Show a read after me. story you listened to phrase with the
picture of ants. previously. I would correct picture.
like you to identify
ASK: from the lines word or 1. are siblings
What do you see words that tell/s
in the picture? actions. 2. Sama and Ben
Present the sight
Where do you see words to the learners.
ants? What do you 3. at the river
1. "We should pray
know about ants? for God’s help,” said 4. a basket
one ant.
2. diligent 5. ham, apple, and cake
ASK: 6. soft blanket
SAY:
Who was speaking? Present the same
The diligent ants worked
What did s/he say? pictures with their
hard all day, carrying Post on the board What do you think names below.
food back to their nest pictures of the s/he feels based on Their names are with
without stopping to rest. following words (red, what s/he said? How missing letters on a
web, bed, ten. leg). will you describe
ASK: rewriteable chart on the
SAY: him/her based on how board.
What did the ants do? s/he spoke?
(worked hard all day; Look at the different
 2. “We should work
and carrying food back pictures from the together to find
to their nest without “Why Ants are food," said one of the
stopping to rest) Diligent”. ants.
What can you say about Let the learners name
ants based on what they each picture. Write the ASK:
did? (matiyaga, busy, names of the pictures Who was speaking?
hardworking) What is the below. What did s/he say? What
other word for those do you think s/he feels
words? (diligent) based on what s/he
3. plan said? How will you
Read each word to the describe him/her based
SAY: learners with your on how s/he spoke?
finger pointing out to
The ants made a plan to the letter emphasizing
find food. They thought 3. "Yes! Let us make
each sound. a plan," agreed Meg.
about where to go to
get the most food.
ASK:
ASK:
Who was speaking?
What sound do you What did s/he say?
ASK: hear at the middle of What do you think
the word? (eh) s/he feels based on
What did the ants think
what s/he said? How
about? (where to find SAY:
will you describe
food)
Let us look closer to him/her based on how
Where do you think
each word. s/he spoke?
the ants decide to go?
(accept all answers) ASK:
What did ants make 4. "We have to find
when they decide on more food," said one
What is the first sound
what to do and where to ant.
you hear in the word
go? (a plan). red? (/r/) How do you
SAY: read the other two Ask: Who was speaking?
Remember the meanings letters in the word What did s/he say? What
of these words because red? (-ed) do you think s/he feels
later, you will hear them in Ask the same questions based on what s/he
the story. with the other words. said? How will you
describe him/her based
on how s/he spoke?
C. Developing and Narrate the story twice. Present more CVC Say: I listed the Ask the learners to
Deepening While narrating, show with medial /e/ words feelings and traits you read the passage
Understanding pictures depicting to the learners. Ask mentioned earlier. while observing
(Paglinang at significant events in the learners to segment Listen to them one at accuracy and fluency.
story. onset and rime of a time. As you listen,
Pagpapalalim)
each word. Then, let look at the “feelings
SAY: While I am reading them read accurately and traits” chart. Sam and Ben were
the story to you, be sure and write legibly the Point in the chart the siblings. One day, they
to follow these rules: same words emoticon that shows went to have a picnic at
1. Look at the teacher segmented. the feeling and trait the river. Sam had a
talking in front. that I will say basket with ham,
2. Listen using your Discuss each emotion. apples, and red cake.
ears and heart. Post the enlarged Ask the learners to
versions of the Ben got his hat and a
3. Do not talk when share experiences of soft blanket.
someone else is images on the board. times when they or
talking. Access the image their family members
bank to do this. Discuss the passage
4. Wait for your turn to felt each emotion. by asking the following
speak. Words: net, pet, web, questions.
pen, den Present more dialogues
As you listen, find out the from the “Why Ants are
problem the ants had and Diligent”.
how they solved it. Let the learners infer Ask:
SAY: the character’s 1. Who were siblings?
emotions and traits 2. Where did they go?
This time, let us read based on dialogs.
some lines from the 3. Have you been to
Encourage them to
story we just listened a picnic? With
_et (net) share their
to. whom? Tell about it.
experiences with the
4. What was on the
Read the sentences to ASK: emotions and traits
basket of Sam?
the learners and What letter is missing mentioned in the
5. Which among the
encourage them to to complete the word discussion.
foods in the basket of
repeat after you. that matches the Sam have you tasted
picture? How do you 1. "We cannot give up! before?
1. The ants sleep on the sound out the missing Keep looking and keep
mat. 6. What did Ben
letter? praying for God to bring at the picnic?
help us," said another If you were to go again
ASK: What does the ant Sound out /n/, then let ant. on a picnic, what would
do? (sleep) the learners sound it
out after you. After you bring?
Write the action word on 2. "Thank you, ants!
which write on the
 You saved us!"
the board. Act out the board the word “net” cheered the other
word. Have the learners large enough for the ten animals.
act it out. Repeat these whole class to see. Box
steps for each action the last two letters like
3. "We should give
word in the following so:
thanks to our God for
sentences.
listening to our
2. Ants talk about a plan. prayers. We should
have a party!" said
ASK: What do ants do? SAY: Queen Meg.
(talk)
Now, how do we sound 4. "Hooray! That
out the remaining sounds fun!" yelled
3. A boy jumps in the letters together? the animals.
forest.
ASK: What does the boy Sound out each
do? (jumps) remaining letter Ask: Who was
individually, if need speaking? What did
Concluding Questions: be, then combine s/he say? What do you
them. think s/he feels based
What do these words on what s/he said? How
First, sound it out
tell? (action) will you describe
yourself, and then
have the learners him/her based on how
What kinds of words are
repeat after you. s/he
they? (action words) spoke?
Ask the learners to read Do the entire process
the Set 2 of sentences for the remaining Ask the learners to
words below: read and act out
and tell the action
pet, web, pen, den the following words:
words.
Present more words in jump, play, run, sleep
1. I play in the house.
CVC pattern with ASK: What are
2. My sister calls me. medial these words
/e/. called? (action
3. Mother hides my
toys in a bag. words)

SAY: Ask the learners to

SAY: Read these
Learning these action read the following
words.
words from the story is sentences.
important because they Do these steps one by
1. I smile at my mother.
 help us understand how
the characters solved the one for each word: 2. Mother cooks
problems they food at home.
jet, gem, wet
encountered. Steps: 3. We eat together
1. Sound out the first as a family.
letter. Then, sound
out the remaining 4. Father and sister
letters together. wash the dishes.
2. Read the word by 5. The pet barks
putting together
all the sounds.
Guide the learners
in case they
cannot read the
word.
SAY: This time, let us
read these phrases.
Read the first phrase
and ask the learners
to repeat after you.
Let them read the
following phrases on
their own, thereafter.
1. red bed
2. a wet leg
3. ten men
4. small web
5. the red hen
6. in the den
Ask learners to copy
these phrases in their
notebook. Use
traceables where
necessary.
D. Making Today, I learn that in Words are made I learn that the
Generalization story, the characters of different letter character’s
(Paglalahat) meet a . and There are words that
There are words that have
can be
Words that show action have /e/sound. Examples
known based on
are /e/sound. of these words are:
their
words. Examples of these , ,
and .
words are: and .
Examples of action words
, , and There are words that
are:
. tell
and .
. They are called
action words.
E. Evaluating Read the sentences and SAY: Read the Listen to the recorded Complete the
Learning copy the action words in sentences with short e dialogs. Check the box sentences by writing
(Pagtataya) your notebook. sound. After reading, that shows the the missing letter
write them on your character’s emotion below each picture.
1. Father reads a book.
notebook. and trait. Ben wants to be
2. The cat sleeps in the
a _et. He looks
box. 1. “Thank you for the
3. We plant seeds  Ben has a red hen. after h ns and
gift.”
in the garden.  Ted went to bed. igs. He spends a
2. “This is not what I
4. The dog barks.  Ben and Jen wed. lot of time with
asked you to buy.”
5. I wash my  Ben has a wet leg. his animal
3. “The bed is clean.”
hands.  I rang the red bell. friends.
4. “If I only listen to
 Ten men get on the
jet. mother, I would have
not met an accident.”
5. “I do not want to see
you.”

F. Teacher’s
Remarks
(Pagbuo ng
Anotasyon)
G. Reflection
(Pagninilay)
Prepared by: Checked by: Noted:
NAME OF TEACHER NAME OF SCHOOL HEAD LOURDES T. VILLENA,
PhD
Teacher III Principal I District Supervisor