GRADE 2 School: Tala Elementary School Grade Level: II

DAILY LESSON LOG Teacher: NELSON ENCABO Learning Area: ENGLISH

Teaching Date and Time: February 25, 2025 Quarter: 4th Quarter W3 D2
I. OBJECTIVES
A. Content Standard The learner listens critically to one-two paragraphs and uses appropriate expressions
in varied situations.
B. Performance Standard The learner reads texts for pleasure and information critically in meaningful thought
units; responds properly to environmental prints like signs, posters, commands, and
requests; and writes legibly simple sentences and messages in cursive form.
C. Learning Competency/ Objectives At the end of the lesson, pupils will be able to:
a. Understand what syllables are.
Write the LC code for each. b. Identify and break down two-syllable words.
c. Practice reading and spelling two-syllable words.
EN2PWR-IIId-f-7.1
II. CONTENT Spell 2-syllable words with short a, e, i, o, and u sound in CVC
pattern
LEARNING RESOURCES
A. References K to 12 MELC
Self-Learning Module in English 2
1. Teacher’s Guide pages SLM/ PIVOT MODULE
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning SLM in ENGLISH 2
Resource (LR) portal Q4 W3
B. Other Learning Resource
III. PROCEDURES
A. Reviewing previous lesson or Directions: Give five (5) two-syllable words with short vowel sounds in CVC pattern.
Then, write on your paper the correct spelling of the words.
presenting the new lesson

B. Establishing a purpose for the You will be seeing short words that are composed of syllables. Read
lesson out loud the following words. Examine the list of words in column A
and column B. Then, answer the questions below.

A B
cat salad
bed seven
big picnic
dot cotton
mud fungus

How many syllable/s are there in each word under Column A? in

Column B?
C. Presenting examples/ instances of English words can have one, two or even more syllables.
the new lesson
A syllable is a word or part of a word that has only one vowel sound.
In this lesson, you are expected to spell two-syllable words with short
a, e, i, o, u sounds.
D. Discussing new concepts and TWO-SYLLABLE WORDS
practicing new skills #1
A syllable is created by pronouncing the sound of a vowel combined
with other consonant sounds. The number of times that you hear the
sound of a vowel is the number of syllables in a word.

Two-syllable words are words that when spoken, have two definite
group of sounds. The word tab has one syllable while the word tablet
(tab-let) has two syllables.

Read more examples below. garden tennis

river sister
blanket handle
E. Discussing new concepts and Directions: Complete the following two-syllable words by supplying
practicing new skills #2 the missing vowel. Use the pictures as your guide. Write the
complete words on your Answer Sheet.
F. Developing mastery (leads to Directions: Identify the two-syllable words represented by each
Formative Assessment 3) picture. Write the words on your Answer Sheet.

G. Finding practical application of Directions: Arrange the jumbled letters in each sentence to name the
concepts and skills in daily living pictures correctly. Write your answer on a separate sheet of paper.

1. Arkin went in the arktem.

2. He pays one durnhed pesos.
3. The ltegpi eats the leaves of water spinach.
H. Making generalizations Complete the paragraph by choosing your answers from the given
and abstractions about the lesson choices in the box. Write your answers on your Answer Sheet.

I. Evaluating learning Directions: Match Column A to Column B to form a new word. Write
the word you formed in the answer column.

J. Additional activities for application or

remediation
IV. REMARKS ____ Proceed to the next lesson ____ Reteach the lesson
____ Continuation of lesson
V. REFLECTION
A.No. of learners who earned 80% in Score
the evaluation 5
B.No. of learners who require 4
additional activities for remediation
3
who scored below 80%
2
1
0
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 Strategies used that work well:
did these work? ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw
___ Answering preliminary activities/exercises ___ Carousel ___ Diads
___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories
___ Differentiated Instruction ___ Role Playing/Drama __ Discovery Method
___ Lecture Method Why?
___ Complete Ims ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
F. What __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs
difficulties did I encounter which my principal or __ Unavailable Technology Equipment (AVR/LCD)
supervisor can help me solve? __ Science/ Computer/ Internet Lab
__ Additional Clerical works
G. What innovation or localized materials did I Planned Innovations:
use/discover which I wish to share with other teachers? __ Localized Videos __ Making big books from views of the locality
__ Recycling of plastics to be used as Instructional Materials __ local poetical composition

GRADE 2 School: Tala Elementary School Grade Level: II

DAILY LESSON LOG Teacher: NELSON ENCABO Learning Area: ENGLISH
February 26, 2025
Teaching Date and Time: Wednesday Quarter: 4th Quarter W3 D3
I. OBJECTIVES
A. Content Standard The learner listens critically to one-two paragraphs and uses appropriate expressions
in varied situations.
B. Performance Standard The learner reads texts for pleasure and information critically in meaningful thought
units; responds properly to environmental prints like signs, posters, commands, and
requests; and writes legibly simple sentences and messages in cursive form.
C. Learning Competency/ Objectives At the end of the lesson, pupils will be able to:
a. Understand what syllables are.
Write the LC code for each. b. Identify and break down two-syllable words.
c. Practice reading and spelling two-syllable words.
EN2PWR-IIId-f-7.1
II. CONTENT Spell 2-syllable words with short a, e, i, o, and u sound in CVC
pattern
LEARNING RESOURCES
A. References K to 12 MELC
Self-Learning Module in English 2
1. Teacher’s Guide pages SLM/ PIVOT MODULE
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning SLM in ENGLISH 2
Resource (LR) portal Q4 W3
B. Other Learning Resource
III. PROCEDURES
A. Reviewing previous lesson or Directions: Write the correct name for each picture in the spaces provided.
presenting the new lesson Choose your answer from the box.

B. Establishing a purpose for the Directions: Guided by the definition, fill in the missing letters in the boxes to
lesson form two-syllable words in CVC pattern.

a kind of family activity that involves taking a packed meal to be eaten

outside

a plot of ground where herbs, fruits, flowers, or vegetables are cultivated.

C. Presenting examples/ instances of This lesson helps you spell out two-syllable words with short vowel sounds in
the new lesson CVC pattern which may be found in the first syllable, second syllable or both.
D. Discussing new concepts and Read the story below. Then, answer the questions that follow.
practicing new skills #1
The Family
by: Monica Queen D. Macatual and Mariecris R. Rogayan

Mang Wilmer is a construction worker who works at a big company that

builds large structures in the city. Mang Wilmer has a son and daughter. His
son’s name is Dexter. He is seven years old and a Grade 2 pupil. Dexter
wants to become a doctor someday. His daughter’s name is Maica. She is
five years old. She wants to become a teacher someday. And so, Mang
Wilmer is striving hard to earn money to send his children to school. But then
one day, Mang Wilmer lost his job due to the pandemic and so he needed to
go back in Zambales, his province.

Mang Wilmer was a farmer and a vendor before, so when he returned to his
hometown, he started selling vegetables and fruits again. He goes to the
market every day to sell fresh vegetables like carrot, eggplant, cabbage and
fruits like lemon, melon, and mango. He puts all his harvest in the basket and
load it in a wagon.

During weekends, Mang Wilmer tends to his garden. His children help him
cultivate and water the plants. He also has some animals like piglet, chicken,
rooster, and goat.

Every time he sells all his products, he then invites his family to have a picnic
on weekend. They put all the foods cooked by Aling Linda on a blanket and
sit on the grass while eating.
 Mang Wilmer saves money in the bank for his children’s education. He is
very happy knowing that his children will have a brighter future.

E. Discussing new concepts and Answer the following questions on your paper.
practicing new skills #2 1. Who is the vendor and the farmer in the story?
a. Mang Wilmer
b. Dexter
c. Monica
d. Cris
2. Where does he go every day?
a. farm
b. garden
c. market
d. school
3. Where does he put all his harvest before he loads it in his wagon?
a. plastic
b. basket
c. sack
d. basin
4. Which set of words is an example of two-syllable words?
a. vendor, basket, garden
b. piglet, chicken, goat
c. vegetable, eggplant, fruit
d. going, during, with
F. Developing mastery (leads to Directions: Complete the name of the picture of two-syllable words with short
Formative Assessment 3) e, a, i, o, or u sound. Write your answers on a separate sheet of paper.

G. Finding practical application of Directions: Complete the puzzle by using the clues below to reveal two-
concepts and skills in daily living syllable words with short e, a, i, o, and u sounds in CVC pattern. Write the
answers on your paper.

Across
1. a thick covering of soft material which is laid over a floor or a staircase
2. a baby pig

Down
3. an animal that loves to eat carrot
4. a house of pig and piglet
5. a tool used for cutting

H. Making generalizations Remember:

and abstractions about the lesson A syllable is created by pronouncing the sound of a vowel combined with
other consonant sounds. The number of times that you hear the sound of a
vowel is the number of syllables in a word.

Two-syllable words are words that when spoken, have two definite group
of sounds. The word tab has one syllable while the word tablet (tab-let) has
two syllables.
I. Evaluating learning Directions: Write the correct spelling of the words by combining the first and
second syllables.
J. Additional activities for application or
remediation
IV. REMARKS ____ Proceed to the next lesson ____ Reteach the lesson
____ Continuation of lesson
V. REFLECTION
A.No. of learners who earned 80% in Score
the evaluation 5
B.No. of learners who require 4
additional activities for remediation
3
who scored below 80%
2
1
0
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 Strategies used that work well:
did these work? ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw
___ Answering preliminary activities/exercises ___ Carousel ___ Diads
___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories
___ Differentiated Instruction ___ Role Playing/Drama __ Discovery Method
___ Lecture Method Why?
___ Complete Ims ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
F. What __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs
difficulties did I encounter which my principal or __ Unavailable Technology Equipment (AVR/LCD)
supervisor can help me solve? __ Science/ Computer/ Internet Lab
__ Additional Clerical works
G. What innovation or localized materials did I Planned Innovations:
use/discover which I wish to share with other teachers? __ Localized Videos __ Making big books from views of the locality
__ Recycling of plastics to be used as Instructional Materials __ local poetical composition

GRADE 2 School: Tala Elementary School Grade Level: II

DAILY LESSON LOG Teacher: NELSON ENCABO Learning Area: ENGLISH
Teaching Date and Time: February 27, 2025 Quarter: 4th Quarter W3 D4
I. OBJECTIVES
A. Content Standard The learner listens critically to one-two paragraphs and uses appropriate expressions
in varied situations.
B. Performance Standard The learner reads texts for pleasure and information critically in meaningful thought
units; responds properly to environmental prints like signs, posters, commands, and
requests; and writes legibly simple sentences and messages in cursive form.
C. Learning Competency/ Objectives At the end of the lesson, pupils will be able to:
a. Understand what syllables are.
Write the LC code for each. b. Identify and break down two-syllable words.
c. Practice reading and spelling two-syllable words.
 EN2PWR-IIId-f-7.1
II. CONTENT Spell 2-syllable words with short a, e, i, o, and u sound in CVC
pattern
LEARNING RESOURCES
A. References K to 12 MELC
Self-Learning Module in English 2
1. Teacher’s Guide pages SLM/ PIVOT MODULE
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning SLM in ENGLISH 2
Resource (LR) portal Q4 W3
B. Other Learning Resource
III. PROCEDURES
A. Reviewing previous lesson or Directions: Choose the correct syllable. Copy this in your notebook and draw
presenting the new lesson a line between two syllables to form a word.

B. Establishing a purpose for the Read the following words.

lesson

C. Presenting examples/ instances of Identify the two-syllable word in Column B that corresponds with each
the new lesson picture in Column A. Write the letter of the correct answer on your paper.
Then, spell each two-syllable word out loud.

D. Discussing new concepts and The following pictures have two-syllable words with short vowel sounds in
practicing new skills #1 CVC pattern.

How do you spell two-syllable words with short e, a, i, o, and u sounds in CVC
pattern?
E. Discussing new concepts and For you to spell the words in CVC pattern, you need to master first the letters
practicing new skills #2 of the alphabet and their sounds. You need to learn how to segment the word
into individual sound and learn also how to blend these letter sounds to
create a new two-syllable word.

The short /a/ sound is like the sound of a in ‘apple.’

The short /e/ sound is like the sound of e in ‘egg.’

The short /i/ sound is like the sound of i in ‘ink.’

The short /o/ sound is like the sound of o in ‘orange.’

The short /u/ sound is like the sound of u in ‘umbrella.’

F. Developing mastery (leads to Directions: Supply the blanks with the correct letters to form a two-syllable
Formative Assessment 3) word with short e, a, i, o, or u sound in CVC pattern described in each
number. Write the answers on your paper. Then, spell the words out orally.

1. a baby cat
k __ __ __ __ n
2. a female sibling
s __ __ __ __ r
3. the setting of the sun
below the horizon as evening comes
s __ __ __ __ t
4. a light shoe that is fastened onto foot by bands of leather or cloth
s __ __ __ __ l
5. a dry or hot season
s __ __ __ __ r

G. Finding practical application of Directions: Match each syllable with the picture to form a two-syllable word
concepts and skills in daily living with short e, a, i, o, or u sound in CVC pattern. Write your answers on your
paper.

H. Making generalizations Directions: Supply the blanks with the right word to complete the sentence.
and abstractions about the lesson Choose your answers in the box.

1. _________ word is a three-letter word which follows the spelling pattern of a

consonant, followed by a vowel, and then another consonant.
2. A _________ is a single, unbroken sound of a spoken or written word.
3. _________ is the ability to arrange letters in correct order.
I. Evaluating learning Directions: Supply the blank with the correct spelling that corresponds to the
picture on the right. Choose your answers in the parenthesis. Write them on
your paper.

1. Mang Wilmer fixed ________ (kennel, cage, container, beehive).

2. They went to the ________ (office, canteen, classroom, library) for the
feeding program.

3. My mother changed the ________ (collar, pocket, button, garter) of my

jogger.

4. He bought a ________ (doorknob, key, padlock, chain).

5. They enjoy their ________ (picnic, stay, time, play) at the park.

J. Additional activities for application or

remediation
IV. REMARKS ____ Proceed to the next lesson ____ Reteach the lesson
____ Continuation of lesson
V. REFLECTION
A.No. of learners who earned 80% in Score
the evaluation 5
B.No. of learners who require
additional activities for remediation 4
who scored below 80% 3
2
1
0
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 Strategies used that work well:
did these work? ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw
___ Answering preliminary activities/exercises ___ Carousel ___ Diads
___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories
___ Differentiated Instruction ___ Role Playing/Drama __ Discovery Method
___ Lecture Method Why?
___ Complete Ims ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
F. What __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs
difficulties did I encounter which my principal or __ Unavailable Technology Equipment (AVR/LCD)
supervisor can help me solve? __ Science/ Computer/ Internet Lab
__ Additional Clerical works
G. What innovation or localized materials did I Planned Innovations:
use/discover which I wish to share with other teachers? __ Localized Videos __ Making big books from views of the locality
__ Recycling of plastics to be used as Instructional Materials __ local poetical composition

GRADE 2 School: Tala Elementary School Grade Level: II

DAILY LESSON LOG Teacher: Learning Area: ENGLISH
Teaching Date and Time: February 28, 2025 Quarter: 4th Quarter W3 D5
I. OBJECTIVES
A. Content Standard The learner listens critically to one-two paragraphs and uses appropriate expressions
in varied situations.
B. Performance Standard The learner reads texts for pleasure and information critically in meaningful thought
units; responds properly to environmental prints like signs, posters, commands, and
requests; and writes legibly simple sentences and messages in cursive form.
C. Learning Competency/ Objectives At the end of the lesson, pupils will be able to:
a. Understand what syllables are.
Write the LC code for each. b. Identify and break down two-syllable words.
c. Practice reading and spelling two-syllable words.
EN2PWR-IIId-f-7.1
II. CONTENT Spell 2-syllable words with short a, e, i, o, and u sound in CVC
pattern
LEARNING RESOURCES
A. References K to 12 MELC
 Self-Learning Module in English 2
1. Teacher’s Guide pages SLM/ PIVOT MODULE
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning SLM in ENGLISH 2
Resource (LR) portal Q4 W3
B. Other Learning Resource
III. PROCEDURES
A. Reviewing previous lesson or Directions: Identify two-syllable words with short e, a, i, o, and u sounds in
presenting the new lesson CVC pattern. Then, write it on your paper.

1. box carton cube can

2. breakfast lunch supper snack
3. corn pea walnut almond
4. ginger onion bean olive
5. shirt sleeve pants garter
B. Establishing a purpose for the Directions: Complete the story below by writing the correct spelling of the
lesson two-syllable words in CVC pattern from the parenthesis.

I LOVE SPELLING CONTEST!

by Monica Queen D. Macatual

I have been chosen to represent our class for a competition. These are my
preparations:

First, I practice reading and spell the words because I want to win the 1.
__________ (contest, cuntest).

Next, I search the unfamiliar words with my gadget and that is my 2.

__________ (tublet, tablet).

Then, my father and my mother help me review. They read the words like 3.
__________ (nambir, number).

Finally, I spell them on my paper and they check it using a 4. ___________

(pencil, pincel).

With enough review and practice, I am confident that I’m going to win. When
I receive my medal, it will be given to my parents as a sign of my love and
appreciation to them.
C. Presenting examples/ instances of A syllable is a single, unbroken sound of a spoken or written word. Syllables
the new lesson usually contain a vowel and accompanying consonants. Sometimes syllables
are referred to as the ‘beats’ of spoken language.

You may try to count the syllable by using your finger every time you
pronounce the syllable in a word.
D. Discussing new concepts and Now, try to count the syllables of the word using your finger.
practicing new skills #1

The CVC pattern can be found either in first syllable or second syllable or
both.
E. Discussing new concepts and Read aloud the following two-syllable words in the table below:
practicing new skills #2

In the first column, all CVC pattern were found in the first syllable like the
word polka, canteen, purple, seller, and pancake.

In the second column, all the CVC pattern were found in the second syllable
like the word model, handbag, ballpen, planet, and teapot.
In the third column, all the CVC pattern were found in both syllables like the
word mascot, zigzag, pollen, bonnet, and jetlag.
 Spelling is the ability to arrange letters in correct order.

You need to listen carefully to the sound of each letter or look at the
pictures, then sound out until you can come up with the correct spelling.

F. Developing mastery (leads to Directions: Guided by the picture clues, fill in the missing letter to form a
Formative Assessment 3) two-syllable word with short e, a, i, o, and u sounds. Then, spell out the
correct word orally.

G. Finding practical application of Directions: On your paper, write the correct spelling of the name of each
concepts and skills in daily living picture below. Use the configuration clue opposite the picture.

H. Making generalizations Remember:

and abstractions about the lesson
CVC word is a three-letter word which follows the spelling pattern of a
consonant, followed by a vowel, and then another consonant.

A syllable is a single, unbroken sound of a spoken or written word.

Spelling is the ability to arrange letters in correct order.

I. Evaluating learning Directions: Match the correct syllables by connecting the dots from each
column. Write the formed word in the blank.

J. Additional activities for application or Directions: Use the following words in a meaningful sentence.
remediation
1. barber
2. cotton
3. lizard
4. pillow
5. apple
IV. REMARKS ____ Proceed to the next lesson ____ Reteach the lesson
____ Continuation of lesson
V. REFLECTION
A.No. of learners who earned 80% in Score
the evaluation 5
B.No. of learners who require 4
additional activities for remediation
3
who scored below 80%
2
1
0
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 Strategies used that work well:
did these work? ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw
___ Answering preliminary activities/exercises ___ Carousel ___ Diads
 ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories
___ Differentiated Instruction ___ Role Playing/Drama __ Discovery Method
___ Lecture Method Why?
___ Complete Ims ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
F. What __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs
difficulties did I encounter which my principal or __ Unavailable Technology Equipment (AVR/LCD)
supervisor can help me solve? __ Science/ Computer/ Internet Lab
__ Additional Clerical works
G. What innovation or localized materials did I Planned Innovations:
use/discover which I wish to share with other teachers? __ Localized Videos __ Making big books from views of the locality
__ Recycling of plastics to be used as Instructional Materials __ local poetical composition