MATATAG School Grade Level 2

K to 10 Curriculum Name of Teacher Learning Area English

Weekly Lesson Log Teaching Dates and Time Quarter 1

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-appropriate
A. Content Standards
words; and understand and create simple sentences to express meaning about oneself, 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 about
Standards oneself, family, and everyday topics; and read grade level sentences with appropriate speed, accuracy, and
expression.
EN2PA-I-1 EN2VWK-I-1 EN2PWS-I-1 EN2VWK-I-1
Recognize rhymes in Identify high-frequency Identify Grade 2 level- Identify high-frequency
chants, poems, and stories words accurately. appropriate sight words. words accurately.
heard.
EN2CAT-I-2 EN2PA-I-1 EN2CAT-I-2
EN2VWK-I-4 Comprehend stories. Recognize rhymes in chants, Comprehend stories.
Identify words with different 1. Note important poems, and stories heard. 2. Sequence at least three
functions. elements from stories events.
1. words that label persons, (characters, setting, EN2PWS-I-3
places, things, animals, events). Read words accurately and EN2VWK-I-4
events, ideas, and emotions automatically according to Identify words with
C. Learning (naming words - nouns) EN2VWK-I-3 word patterns (initial, different functions.
Competencies b. gender Use content-specific words final, medial): CVC words 2. words that replace
in Mathematics (basic with medial /a/ persons, places, things,
EN2PWS-I-3 symbols and animals, events, ideas,
Read words accurately and terminologies). EN2PA-I-2 and emotions: personal
automatically according to Segment onset and rime. pronouns
word patterns (initial, EN2VWK-I-4
final, medial): CVC words Identify words with EN2VWK-I-5 EN2VWK-I-3
with medial /a/ different functions. Read words correctly for Use content-specific words
2. words that replace meaning (based on word in Mathematics (basic
EN2PA-I-2 persons, places, things, patterns). symbols and
Segment onset and rime. animals, events, ideas, terminologies).
EN2VWK-I-6

1
 EN2VWK-I-5 and emotions: personal Write words legibly and EN2VWK-I-2
Read words correctly for pronouns. correctly (based on word Use vocabulary referring
meaning (based on word patterns). to:
patterns). EN2VWK-I-2 1. oneself and family
Use vocabulary referring
EN2VWK-I-6 to: EN2CCT-I-3
Write words legibly and 1. oneself and family Express ideas about one’s
correctly (based on word experiences.
patterns). EN2CCT-I-3 1. oneself and family
Express ideas about one’s
experiences. EN2CCT-I-5
1. oneself and family Compose texts to react to
the character, setting, or
EN2CCT-I-5 events in a story.
Compose texts to react to
the character, setting, or
events in a story.
At the end of the lesson, the At the end of the lesson, At the end of the lesson, the At the end of the lesson,
learners are able to: the learners are able to: learners are able to: the learners are able to:

a. recognize rhymes a. identify high- a. identify Grade 2 a. identify high-

in the story frequency words level-appropriate frequency words
listened to; accurately; sight words; accurately;
b. identify words with b. note important b. recognize rhymes in b. sequence at least
different functions, elements such as the poem listened to; three events in
including naming characters, c. read words the story listened
words (nouns) for setting, and accurately and to;
D. Learning Objectives
people, places, events in a story automatically by
c. identify words
focusing on word
things, animals, listened to; with different
patterns, including
events, ideas, and c. use content- CVC words with a functions,
emotions, and specific words in medial /a/ sound; focusing on
gender in these mathematics, d. segment onset and personal
nouns; including basic rime in words; pronouns that
c. read words symbols and e. read words correctly replace persons,
accurately and terminologies; for meaning based places, things,
automatically by on word patterns; animals, events,
and,

2
 focusing on word d. identify words f. write words legibly ideas, and
patterns, with different and correctly using emotions;
particularly CVC functions, the learned word d. use content-
words with a focusing on patterns. specific words in
medial /a/ sound; personal mathematics,
d. segment onset and pronouns that including basic
rime in words. replace persons, symbols and
e. read words places, things, terminologies;
correctly for animals, events, e. use vocabulary
meaning based on ideas, and related to oneself
word patterns; and, emotions; and family;
f. write words e. use vocabulary f. express ideas
legibly and related to oneself about one’s own
correctly, using and family. experiences and
the learned word f. express ideas those of one’s
patterns. about your own family; and,
experiences and g. write sentences to
those of one’s react to
family; and, characters,
g. write sentences to settings, or events
react to in the story.
characters,
settings, or events
in the story
listened to.

II. CONTENT
III. LEARNING RESOURCES
THEME INTEGRATION THEME INTEGRATION THEME INTEGRATION THEME INTEGRATION
GMRC: GMRC: GMRC: GMRC:
 Anchorage
 Pag-unawa sa Sariling  Pag-unawa sa Sariling  Pag-unawa sa Sariling  Pag-unawa sa Sariling
Themes
Damdamin Damdamin Damdamin Damdamin
Makabansa: Makabansa: Makabansa: Makabansa:

3
  Nailalarawan ang sariling  Nailalarawan ang  Nailalarawan ang sariling  Nailalarawan ang
komunidad batay sa: sariling komunidad komunidad batay sa: sariling komunidad
Lawak o Sukat batay sa: Lawak o Sukat Lawak o Sukat batay sa: Lawak o Sukat

CONTENT INTEGRATION CONTENT INTEGRATION CONTENT INTEGRATION CONTENT INTEGRATION

Mathematics: Mathematics: Mathematics: Mathematics:
 LC4: count up to 1000.  LC4: count up to 1000.  LC4: count up to 1000.  LC4: count up to 1000.
 LC5: read and write  LC5: read and write  LC5: read and write  LC5: read and write
numerals up to 1000. numerals up to 1000. numerals up to 1000. numerals up to 1000.
 LC6: recognize and  LC6: recognize and  LC6: recognize and  LC6: recognize and
represent numbers up to represent numbers up to represent numbers up to represent numbers up to
1000 using a variety of 1000 using a variety of 1000 using a variety of 1000 using a variety of
concrete and pictorial concrete and pictorial concrete and pictorial concrete and pictorial
models, and numerals models, and numerals models, and numerals models, and numerals

100-200; 201-300; 301- 100-200; 201-300; 301- 100-200; 201-300; 301- 100-200; 201-300; 301-
500; 501-1000 500; 501-1000 500; 501-1000 500; 501-1000
 Emotions Chart  Surprise Box  “Pond of Word Fish”  “A Healthy Me” Bingo
 Copy of the story titled  Play money  Letter bubbles Card
“The Worst Day Ever”  Pictures referring to  Pictures of CVC words  “A Healthy Me” Score
 Pictures referring to recalling events in “The  Copy and illustration of Sheet
words in unlocking Worst Day Ever” the story “Kit the Cat”  Clouds and Raindrops
 Other difficulties Pronouns
 Graphic organizer
Learning  Illustrations on
 “Pairs to Share” Chart  Pictures of Pronouns
Resources Sequencing Events
with detachable pictures  Nouns and Pronouns
 Pictures of different flashcards
objects
 Picture puzzles
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
ASK: SAY: SAY: SAY:
Good day, class! How are Good day, class! How is Good day, class! I hope that Good day, class! I hope
you today? Who among you everyone doing today? everyone is having a that everyone is having a
Activating Prior
are happy? Sad? Nervous? Take a moment to greet fantastic day! As we start fantastic day today! Say
Knowledge
your seatmates with your this brand new day, let's hello to your seatmates
SAY: best smile and say, "What take a moment to express with a friendly smile and a
a wonderful morning, my simple "Good morning, my
4
I have a chart with hidden friend! It's nice to see you gratitude for the life and friend! It's nice to see you
emojis: happy, sad, angry, again!" blessings we have received. again!"
nervous, and surprised.
Now, let us imagine you Speaking of blessings, let us Let's start the day with
Pick one hidden emoji and are at the following events say and remember this line: positivity and kindness.
then reveal it to the class. with your family. Each We are blessed to be a Remember, it all starts
After revealing, share an event has a corresponding blessing to others. with ourselves. To
experience when you felt amount of money as a begin, we're going to
the emotion present in the prize or token. ASK: play "A Healthy Me"
emoji following this line:  In a dancing/drawing/ Upon saying the line, what bingo game.
singing contest during did you feel?
I felt when Family Day, you and I will give you bingo cards
. your father won and Who among you felt joy? with different habits.
received pesos Sadness? Anger?
Call at least five learners to as the prize. Nervousness? Surprise? Listen as I read the habits
pick an emoji in the  At the birthday party of and color the ones you
emotions chart. your younger brother, SAY: have already done.
you picked Thank you for your
pesos from the piñata. responses class! Each habit is worth 50
 As a way of celebrating points. Afterwards, we will
New Year, your Now, let us try to recall the add up all your marked
grandmother gave you character of Gladius in the habits and let’s see who
pesos as pocket story “The Worst Day will get the highest score.
money. Ever”.

We will determine the ASK:

amount of money (play Can someone do the
money) you will receive in different emotions he
this “Surprise Box”. experienced in that story
The amounts are 100, through facial expressions?
200, 500, and 1000 pesos.
Call at least three learners
Let us read the amounts to answer.
once again:
100, 200, 500, 1000

Call five learners to pick

the money (play money)
5
from the “Surprise Box” Read each habit and let
and present it to the class. the learners color the ones
they have already done.

ASK:
Upon having the money SAY:
you picked from the Alright, class! It seems
“Surprise Box”, what like many of you are
would you do with it? having healthy habits!

Before we add up our

If you plan to share it with
completed habits, let's
your family, in what way read and review the
would you make use of it? corresponding points on
this score chart.
(Answers may vary)

Guide
Ellen the
De La students in
Cruz
reading15:58:00
2024-07-01 the numbers up to
--------------------------------------------
1000.
Be consistent in the use of
"learners".
Now, countPlease replace
your total
"students" with
colored and completed"learners".
habits.

ASK:
Who got 50 points? 100
points? (ask the learners
who got up to 1000 points)

6
 How does it feel to
have such healthy
habits?

What are some of the

habits that you enjoy
doing with your family?

Call at least three learners

to answer.
SAY: SAY: SAY: SAY:

In today’s lesson, you will In today’s lesson, you will In today’s lesson, you will In today’s lesson, you will
recognize rhymes in the identify high-frequency identify Grade 2 level- identify high-frequency
story you listen to. You will words accurately. You appropriate sight words. words accurately. You
identify words with different will note important You will recognize rhymes will sequence at least
functions, focusing on elements such as in the poem you listen to. three events in the story
personal pronouns that characters, setting, and You will read words you listen to. You will
replace persons, places, events in a story you accurately and identify words with
things, animals, events, listen to. You will use automatically by focusing different functions,
ideas, and emotions. You content-specific words in on word patterns, including focusing on personal
will also read words mathematics, including CVC words with a medial pronouns that replace
accurately and basic symbols and /a/ sound. Additionally, persons, places, things,
automatically by focusing terminologies. you will segment onset and animals, events, ideas,
Lesson
on word patterns, including Additionally, you will rime in words, read words and emotions. You will
Purpose/Intention
CVC words with a medial identify words with correctly for meaning based use content-specific
/a/ sound. Additionally, different functions, on word patterns, and words in mathematics,
you will segment onset and focusing on personal write words legibly and including basic symbols
rime in words, read words pronouns that replace correctly using the learned and terminologies.
correctly for meaning based persons, places, things, word patterns. Additionally, you will use
on word patterns, and animals, events, ideas, vocabulary related to
write words legibly and and emotions. You will yourself and your family.
correctly using the learned use vocabulary related to You will express ideas
word patterns. yourself and your family. about your own
You will express ideas experiences and those of
about your own your family. Finally, you
experiences and those of will write sentences to
your family. Finally, you react to characters,
will write sentences to settings, or events in the
react to characters, story.
7
 settings, or events in the
story you listened to.
Clarify the following word SAY: SAY: SAY:
meanings to the learners I think we are now ready Let's unlock the meaning of I think we are now ready
through asking questions to recall the events from the words using clues from to recap the events from
with pictures. “The Worst Day Ever”. But the sentences I will read. “The Best Day Ever”.
before we proceed, let’s After I finish reading, it's Before we proceed, let’s
bond first practice reading the your turn to read. first practice reading the
Ask: What are the things words that frequently  nap – The baby sleeps. words that frequently
you enjoy doing during the appeared and were heard  cozy – She felt appeared and were heard
weekend with your family? in the story. comfortable in her in the story.
pesos pajamas.  feel
fishing  struck – The rain hit the  again
father roof.  eyes
mother  roared – The baby cried  still
chores  outside
brother when it rained.
Ask: Do you help your
family in doing tasks at sister  haystacks – The bundle
home? What do you feel farm of grass from the rice
Ellen De La Cruz
Lesson Language whenever you complete a field got wet. 2024-07-01 14:15:00
Practice task? ASK: --------------------------------------------
From the words we read, Underline the clues that Please add a rejoinder as to the
which of them are helped you identify the meaning of the word "chores" like
considered family meaning of the words. "another word for your tasks at
home is chores."
fetch members?
Ask: Have you ever Call five learners to answer. Ellen De La Cruz
experienced picking some Expected answers: 2024-07-01 14:22:00
fresh fruits from a tree? How father Expected answers: --------------------------------------------
does it feel to have these mother  nap – The baby sleeps. Missing rejoinder to come up with
fruits picked yourself?  cozy – She felt the meaning of the word. Pleas
brother add a statement.
sister comfortable in her
pajamas. Ellen De La Cruz
 struck – The rain hit 2024-07-01 14:23:00
the roof. --------------------------------------------
 roared – The baby cried Missing rejoinder to the meaning of
shelter the word. Please add a statement
when it rained.
Ask: What protects us from on the definition of the word.
the rain or sun’s rays?
8
 Where do you think the  haystacks – The bundle
birds go when it rains? of grass from the rice
field got wet.

Aside from those

vocabulary words, you will
worst also encounter some sight
Ask: How will you react if words from the story. Let’s Ellen De La Cruz
your food falls on the dirty practice reading them. 2024-07-01 14:24:00
floor during snack time? --------------------------------------------
 jump
Missing rejoinder to the meaning of
 away the word "worst". Please add
 here another statement about the
 help meaning of the word.
 make
SAY:  yellow
Remember the meanings of  two
these words as you will  play
encounter them later in the  run
story that I will tell.  find
 three
 funny
 he
 was

During/Lesson Proper
SAY: SAY: SAY: SAY:
As you listen, be sure to Here are the different As you listen, be sure to Let us read the different
follow our rules while pictures for you to recall follow our rules while events in the story.
listening. the events from the story. listening.
 Look at the teacher  Look at the teacher I'll read the text out loud
Reading the Key who speaks in the front. pictures of the following: who speaks in the front. first, and then you can
Idea/Stem  Listen with your  family with 5 members  Listen with your read it after me.
ears and your heart. (father, mother, brother, ears and your heart.
 Do not interrupt when sister, and youngest  Do not interrupt when  Mother taught Gladius
someone else is talking. brother) someone else is talking. how to take his
 Wait for your turn to  early sunrise  Wait for your turn to sadness away.
speak. speak.

9
  rural town (with San  Gladius and his family
While listening, try to Isidro signage) While listening, find out shared a special bond
identify the emotions  fishing rods, bag, and what Gladius felt and that made that day the
experienced by the picnic mat experienced after their best day ever.
character during different  chickens, chicks, cows, canceled fishing trip.  Gladius felt joy even in
situations. and goats simple things.
 5 pieces of 1000 peso  Gladius got mad about
The Worst Day Ever bills the canceled fishing
by Geselle A. Teaño  dark clouds and rain trip.
with mad and crying The Best Day Ever  Gladius admired the
On a sunny Saturday emoji by Geselle A. Teaño rain for helping their
morning, in the small town small town.
of San Isidro, a little boy It was still raining heavily.
named Gladius woke up
excited to bond with his Gladius was still mad and
father and brother fishing kept saying “This is the
in a pond nearby. As he worst day ever!” again
looked out the window, he and again.
saw his neighborhood piling
up the haystacks from the His mother heard him and
recent harvest of the wide came over with a smile. “It’s
rice fields in their okay to feel bad, Gladius.
community. Let’s find a way to make
you feel better.”
After eating breakfast and
feeding their 10 chickens, “But I want to go fishing! I
and 20 chicks, he helped want to jump and play in
his mother and sister do the pond! I want to stay
the other household chores. outside all day!” he said
After eating breakfast and with teary eyes.
feeding their 10 chickens,
and 20 chicks, he helped Together, they sat on the
his mother and sister do mat, and his mother told
the other household chores. him, “Gladius, close your
eyes and take a deep
Ask: What did Gladius feel breath. Count as many as
when he woke up? Do you you can until you no longer

10
think it helped him finish his feel your sadness and
household chores? anger. Take them away.”

It was 9:00 in the morning Ask: What do you think

when his father and brother Gladius felt after his mother
returned home from looking comforted him?
after their cows and goats
at their farm. After a while, “1,2,3, we are climbing up a
his mother allowed him to tree.”
tag along with them later. “4,5,6, we are picking up
“Let’s now pack your things sticks.”
to bring Gladius,” she said. “7,8,9, now that I’m fine.”
Together with his mother “And 10, the sun rises
and sister, Gladius was again”.
busy preparing the bag and
picnic mat for their fishing Then suddenly, lightning
trip. Aside from fishing, struck, and thunder roared.
they will drop by his aunt Gladius felt nervous. His
and uncle’s farm for a visit mother hugged him tightly,
and organize the sale of and slowly, he began to feel
some of their chickens, better.
cows, and goats for the
following months. The rain started to slow
down. As he looked out the
“Once we sell our farm window, he saw how the
animals in a few months, dry land of the wide rice
we will save 5,000 pesos. fields began to absorb the
1,000 pesos will go to you, rainwater. The pile of
1,000 pesos to your golden yellow haystacks got
brother, and 1,000 pesos to wet. The frogs were jumping
your sister. The remaining around actively, moving
2,000 pesos will be saved to here and there.
purchase school supplies
for you and your siblings Ask: What did Gladius
for the next school year.” realize about the rain?
Gladius’ father said.

11
“Yehey! This is going to be a He realized the rain helped
great day! I am so excited!” their small town prepare for
he shouted with a big smile the next planting season.
on his face. The rainy weather made the
mood cozy inside their
Ask: What action signified home.
Gladius’ emotion when he
shouted “Yehey! This is After a while, his father told
going to be a great day! I him, “Why don’t we make a
am so excited!” mini playhouse with pillows
and blankets?” Gladius’
Wearing his favorite red eyes lit up as he answered
cap, he was now ready to happily, “Yes! I’m willing to
go. However, as he stepped help!”
out of their door, he saw
dark clouds gathering in Their whole family spent
the sky. He also noticed the day talking about their
that a bird took shelter in funny and happy
the mango tree. It rested experiences, making it the
there for a while. Moments best day ever.
later, it started to rain
heavily, so his father Finally, Gladius took a nap.
decided to cancel their While he was sleeping, he
plans. dreamt about calling his
friends to run joyfully in the
Gladius felt sad. Later, he rain.
got mad and yelled, “This is
the worst day ever!” while The rain outside has
stomping his feet. stopped. He learned that
even when things don’t go
Ask: Do you think Gladius’ as planned, he can manage
action is acceptable? Why? his emotions and still find
Why not? joy in simple things.

Ask: What are the things

that made that day the best
day ever for Gladius?

12
 SAY: SAY: SAY: SAY:
I will present the “Pairs to Very good class! Now that Let’s go fishing in the “Pond Now, let us put the events
Share” chart with pairs of we successfully recalled of Word Fish”. Here, you’ll with some corresponding
pictures of the words from the events of the story, let see a lot of fish with words emotions.
the story you’ve listened to. us now identify its on it. Read the words aloud
Listen as I say the names of characters and setting by after I read them to you.
the pictures. choosing the pictures that
match the graphic Expected answers:
 bond – pond organizer below:
 chickens – chicks
 father – mother
 cows - goats
 brother – sister
 tag – bag
 aunt – uncle SAY:
 fish – bird SAY: We will arrange the events
 sad- mad Now that you’ve heard the according to their right
names of the pictures, let order. Put numbers 1-5 to
Developing
SAY: us identify the pairs of arrange the events.
Understanding of the
Now that you’ve heard the pictures of the following words that rhyme with
Key Idea/Stem
names of the pictures, let (same with pictures each other.
us identify if the word above):
pairs rhyme with each  family with 5 members Expected answers:
other. (father, mother, 1. three (3) - tree
brother, sister, and 2. six (6) - sticks
Remember that rhyming youngest brother) 3. nine (9) - fine Let us observe how
words are words that have  early sunrise 4. ten (10) - again Gladius’ emotions changed
the same ending sound. For  rural town with visible 5. sat – mat over time.
example, the word cat farm/rice field (with
rhymes with bat as they SAY: Call five learners to
San Isidro signage)
have similar ending sounds. This time, let us get the answer.
words with only three
ASK: letters. Expected answers:
ASK:
 Who can tell the
Can you try giving me the
characters in the Call five learners to write
rhyming pairs from the list?
story? What can you the words on the board.
say about them?
I will list your answers on
the board.
13
  How about the time I will begin by reading them
Upon checking, all your and place when and aloud. Then, you will read Good job class! By
identified rhyming pairs where the story after me. sequencing the story
rhyme. happened?  bad events correctly, we
 How would you  sat witnessed how Gladius
Expected answers: describe their place?  mat transformed from being
 bond - pond  nap frustrated to being safe, in
 father – mother Expected answers:  has awe, grateful, and happy
 brother – sister  characters – Gladius, for appreciating the
 tag – bag mother, father, Point to each letter as you simple things he had
 sad- mad brother, sister say the word and experienced.
(answers may vary in emphasize the sound of
SAY: the characteristics each letter. SAY:
This time, let us get the given by the learners) Now, to make sentences
words with only three  setting – time: early ASK: clearer and avoid
letters. morning; place: small What sound do you hear at repetition, use pronouns
rural town of San the beginning of the word? to replace people, places,
Call five learners to write Isidro (answers may How about in the middle? things, animals, events,
the words on the board. vary in the description At the end? ideas, and emotions. Once
of the place given by again, let's review
I will begin by reading them the learners.) Do they have the same personal pronouns.
aloud. Then, you will read middle sound? What is that
after me. SAY: sound? Note again that the focus
 sad Let’s look back at the of the discussion is solely
 mad characters of the story. Expected answer: /a/ on Nominative/Subjective
 tag This time, I am going to pronouns that act as
 bag use them in sentences. SAY: subjects in sentences.
Read after me. Very good! The
Point to each letter as you 1. Gladius is happy. medial sound is /a/.
say the word and Gladius is excited to This is the sound we
emphasize the sound of fish in the pond. learned last time on day 1. Ellen De La Cruz
each letter. 2. Mother prepared the 2024-07-01 15:53:00
bag. Mother also made Now, let’s try to have a --------------------------------------------
the picnic mat ready. reading practice once again. Redundancy of "on day 1. Please
3. Father came home. I will say some words. When delete "last time".
ASK: Father will bond with they have a medial sound of
Gladius in fishing. /a/ or the sound /a/, Before we proceed, let’s
stomp your feet. categorize the personal
14
What sound do you hear at 4. Brother went with pronouns as singular or
the beginning of the word? father. Brother helped Words for this drill: plural by matching the
How about in the middle? feed the farm animals.  tin raindrops to their
At the end? 5. Sister cleaned the  gap respective clouds.
house. Sister helped  pin
Do they have the same mother in preparing  rat
middle sound? What is that the food.  ten Expected answers:
sound? 6. The bird took shelter  bet
in the mango tree. The  man
Expected answer: /a/ bird rested there for a
while. SAY:
Very good! The Good job! It seems that you
medial sound is /a/. ASK: have understood the medial
How many times were the sound /a/.
I will be saying some words. characters mentioned in
When they have a medial the sentences?
sound of /a/ or the sound SAY:
/a/, clap your hands. Expected answer: two Now that we have
times categorized personal
Words for this drill: pronouns according to
 hat SAY: number, let's identify the
 beg Remember what I said person of each pronoun.
 dam earlier: It's important to
 pet understand that replacing ASK:
 wig nouns is necessary to To what pond should each
 cog avoid repetition and make raindrop fall?
 rap sentences clearer.

It seems that you have The words that replace

understood the persons, places, things,
medial sound /a/. animals, events, ideas, Expected answers:
and emotions are called
SAY: pronouns. Let’s talk about
Now, let us look back at the personal pronouns.
“Pairs to Share” chart that SAY:
you had a while ago. Some of the examples of Always take into
personal pronouns are: consideration the
 I following:
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Do you see some people in  You  antecedent - a personal
this chart? What words  We pronoun must agree
name people?  They with the word or noun
 He it refers to
Expected Answer/s:  She  gender - whether
mother, father, brother,  It masculine, feminine,
sister, aunt, and uncle neuter (referring to
Note that the focus of the things or objects) or
Correct! We can group discussion is solely on common gender nouns
those names into two Nominative/Subjective (referring to animals)
categories: masculine and pronouns that act as
feminine. subjects in sentences. SAY:
Using the arranged story
Masculine nouns refer to Always remember that a events earlier, let us
males, and feminine nouns personal pronoun must replace the underlined
refer to females. agree with the word or subjects with personal
noun it refers to. This is pronouns.
For objects, we categorize called antecedent.
their gender as neuter. For 1. Gladius got mad about
nouns or name words In addition, always the canceled fishing
which we are unsure as to consider the gender trip.
what gender, we categorize (whether masculine, 2. Mother taught Gladius
them as common. feminine, neuter - how to take his sadness
referring to things or away.
Let us recall the details in objects), or common 3. Gladius admired the
the story where there are gender nouns (referring to
rain for helping their
objects and animals. animals), number
small town.
(whether singular or
Here are some words: plural), and person 4. Gladius and his family
chickens, chicks, cows, (whether first, second, or shared a special bond
goats, home, bag, fish, mat, third) of the subject. that made that day the
bird, cap. best day ever.
If the subject is singular, 5. Gladius felt joy even in
we use the following simple things
personal pronouns:
 I – for a first-person Call five learners to
subject (usually the answer.
speaker)
16
Can we group them  You – for a second- Expected answers:
between common and person subject (whom 1. He
neuter? the speaker speaks to) 2. She
Common Neuter  He – for a third-person 3. He
subject (the speaker 4. They
speaks about another 5. He
person; used for males)
 She – for a third-person
subject (the speaker
speaks about another
Remember that we have person; used for
grouped the nouns based females)
on four gender categories:  It – for a third-person
masculine, feminine, subject (the speaker
neuter, and common. speaks about things,
objects, and animals)

If the subject is plural, we

use the following personal
pronouns:
 We – for first-person
subjects (there are two
or more speakers)
 You – for second-
person subjects (two or
more people whom the
speaker speaks to)
 They – for third-person
subjects (the
speaker speaks
about many

17
 people, regardless of
the gender nouns)

SAY:
Using the sentences I gave
earlier, let us try to omit
the repeating character
names, instead, let us
replace them with
personal pronouns.

1. Gladius is happy.
Gladius is excited to
fish in the pond.
2. Mother prepared the
bag. Mother also
made the picnic mat
ready.
3. Father came home.
Father will bond with
Gladius in fishing.
4. Brother went with
father. Brother helped
in feeding the farm
animals.
5. Sister cleaned the
house. Sister helped
mother in preparing
the food.

18
6. The bird took shelter
in the mango tree. The
bird rested there for a
while.

Call six learners to

answer.

Expected answers:
1. Gladius is happy. He
is excited to fish in the
pond.
2. Mother prepared the
bag. She also made
the picnic mat ready.
3. Father came home. He
will bond with Gladius
in fishing.
4. Brother went with
father. He helped feed
the farm animals.
5. Sister cleaned the
house. She helped
mother in
preparing the food.
6. The bird took shelter
in the mango tree. It
rested there for a
while.
7. Everybody, please
read the personal
pronouns used in the
sentences once again.

19
 ASK:
To whom does the
personal pronoun in the
sentence refer?

Expected answers:
He - Gladius
She - Mother
He - Father
He - Brother
She - Sister
It - bird
SAY: SAY: SAY: SAY:
I will group you into three To check your Since we have already I will divide you into five
and give each group a understanding of the caught the fish from the groups. Then, I will
puzzle. Work together to important elements of the "Pond of Word Fish," let's narrate a simple story.
solve the puzzles and story and the personal play the water bubbles this Make sure to understand
unlock the words. pronouns as well, let's time. and remember how the
have an activity called events went on.
SAY: “Fill and Tell”. Catch the bubbles with the
Now that you have built the letters that will complete Zia got a big box.
puzzles. Let us make a list I will group you into three. the CVC words associated First, Zia opened it
of the words that we can I will share a simple story with the pictures. carefully.
Deepening find in the picture. Place with blanks. As we go Next, a cat peeked.
Understanding of the them under the right through the events of the Then, Zia jumped with joy.
Key Idea/Stem column. You may write a story, you will fill in the Zia was very happy with
word more than once as blanks with the her new adorable cat!
needed. appropriate nouns and
pronouns flashcards. Now, arrange the pictures
according to the sequence
Example: of events in the story I
Event: shared by putting
went to the park. numbers 1,2, and 3 in the
saw a narra boxes. The first group to
. finish will win.
is old and big.

20
 Masculine Flashcards: It, He, John,
Feminine tree
Common
Neuter Answer: John went to the
CVC park. He saw a narra tree.
medial /a/ It is old and big.
Rhyming Expected answers:
Words Work together to complete
(write the story using the
them in flashcards. Once you have
pairs) completed your story,
you can share it with the
Let us now look at the CVC class.
words with medial /a/
sound that you have listed. Always keep in mind that SAY:
teamwork can greatly help Good job Group ! For
Expected Words: cat, rat, you with this activity. the other groups, thank
jam, mat, van, cap, hat, can, Expected words: lad, wag, you for doing your best! I
ham. Story with Blanks: dam, tab, ram will count on you next
Event 1: time!
From these words let us One morning, in Let's go over the words one
look at the chart. a nearby, more time and read them. But wait, you still have a
c-at went to the lad chance in this next
r-at park. wag activity. This time, replace
j-am dam the nouns/subjects with
m-at Event 2: tab the appropriate personal
v-an saw a stray cat. ram pronouns. Once again, the
c-ap was injured. first group to finish will
h-at brought it to a win.
c-an veterinary clinic.
h-am ASK: Zia got a big box.
Event 3: Do you remember the First, Zia opened it
The letters on the left are was treated by a term used for the carefully.
consonants that we call veterinary . His consonant letters inside Next, a cat peeked.
onset. The letter name is Dr. Rich. the bubbles on the left? Then, Zia jumped with joy.
combination on the right is is more than Zia was very happy with
what we call rime. happy to help. her new adorable cat!

21
Let us reread the words. Flashcards: How about the letter Zia got a big box.
Now, let us have some Nouns: Saturday, park, combination inside the box First, opened it
practice. Sarah, doctor on the right? carefully.
Pronouns: She, She, It, It, Next, peeked.
Look at the pictures on the He Expected responses: Then, jumped
left. Write the onset of each The consonant letters on the with joy.
picture in the space left are called onset. was very happy with
provided and circle the her new adorable cat!
appropriate rime. The letter combination on
the right is called rime. Good job Group ! Good
tap ap an job everyone!
The teacher may attempt to
dam am ad ask the learners since this is
discussed on Day 1.
map ap at
The letters on the left are
pan ap an consonants that we call
onset. The letter
pad at ad combination on the right is
what we call rime.

Now, we will see some baby

fish that need to return to
the pond to help them grow
bigger. Guide them by
identifying and matching
words that sound similar to
the words we had earlier.

22
After/Post-Lesson Proper
SAY: SAY: SAY: SAY:
I have here on the board I have here on the board I have here on the board I have here on the board
some statements that some statements that some statements that some statements that we
we need to complete. we need to complete. we need to complete. need to complete by
choosing the right words
Today, I have learned that Today, I have learned that Today, I have learned that from the parentheses.
there are words that have in order to comprehend a there are words that have
the same ending sound. story, different important the same ending sound. Today, I learned the
They are called elements must be noted They are called importance of listening
words. such as , words. carefully to fully
, and . comprehend and
The words bat, cat, and rat The words man, bag, and sequence the events of a
have a middle sound. I have also learned that pan have a middle story.
are used to sound.
I have also learned that the replace words in a Also, the following must
four gender categories of sentence. I have also learned about be taken into
nouns are masculine, onset and rime. is consideration in replacing
Making Generalizations feminine, neuter, and For singular subjects, the the initial consonant sound nouns with personal
and Abstractions common. following are used: while are the letters pronouns: (number,
 for a first-person that follow. gender, person, things,
nouns refer to subject. The one who In this example: bar, is antecedent, animals).
males while nouns speaks or talks. the onset while is the
refer to females.  for a second- rime.
person subject. The
We categorize the gender of one that the speaker is
objects as . For
being spoken to.
nouns of uncertain gender,
 for a third-
we categorize them as
. person subject. The
speaker speaks about
another person -
specifically a male
person.
 for a third-person
subject. The speaker
speaks about another

23
 person - specifically a
female person.
 for a third-
person subject. The
speaker speaks about
things, objects, and
animals.

For plural subjects, the

following are used:
 for first-person
subjects. The people
who speak or talk.
 for second-person
subjects. The people
that the speaker is
being spoken to.
 for third-person
subjects. The speaker
speaks about many
people, regardless of
the gender nouns.
SAY: SAY: SAY: SAY:
For your individual You will be given You will listen to a story as Fill in
Guest the correct
User
assessment, which will tell sentences to complete for part of your assessment, personal
2024-06-26 pronouns for the
14:43:00
us how well you understood your assessment. This will which will help determine --------------------------------------------
noun(s) provided in the
the lesson, you will be help determine how well your understanding of the evaluation
parentheses. for other
I will skills?
read oral will
answering the following you understood the lesson. do.
the sentences for you.
items: lesson.
Evaluating Learning Label the drawing with the 1. (Father and I)
I will present and read Fill in the correct personal correct CVC words with planted seeds.
some sentences with pronouns for the noun(s) medial /a/ sound based on 2. (Father) dug,
blanks. After reading, provided in the the story that I will tell. watered, and waited.
complete them with words parentheses. I will read 3. (You as the speaker)
that are depicted in the the sentences for you. The Story: Kit the Cat dug, watered
given pictures. One afternoon, Kit the cat and waited too.
Examples: slept on a mat.

24
 pal rag fan He dreamed of traveling far Soon, tiny green
cab wax (Your sister) by car. sprouts appeared.
1. The woman has a . is thoughtful. He brought food like ham Plants grew tall and
2. Uncle Cal is my . Answer: She and jam. colorful flowers
3. My friend bought a lot Not just that, he also had bloomed.
of for candle (My cousin and I) his favorite cap and a 4. (Plants and flowers)
making. will go to the map. Then suddenly, he grew up healthy.
4. The lady wiped the mall tomorrow. heard some footsteps. 5. (You as the speaker)
table with a . Answer: We Tap, tap, tap. Oh! It's his learned about
5. My dad bought a brand guardian! Then he woke up nature and growth.
new . 1. (Jack and Jill) from a nap.
Have you noticed any go up the Expected answers:
rhyming words in hill. 1. We
each sentence? Write 2. He
them down. 2. (Mr. Ryan) 3. I
plays the 4. They
Included in the sentences 5. I
piano.
are the words that can be
categorized into different
3. (Lovely) 1.
genders. Complete the
table with masculine, bakes
2.
feminine, neuter, and cookies.
common gender nouns. 3.
4. (you as the speaker) 4.
masculine want ice
5.
feminine cream.
neuter
common
5. (Aunt Annie)
After labeling, pair your
Expected answers: cooks lunch.
1. fan answers from the
2. pal choices on the box.
3. wax
ham nap mat
4. rag
5. cab far map

Rhyming words:
 woman-fan
25
  cal-pal 1. -
Gender of Nouns 2. -
Masculine uncle, dad 3. -
feminine woman, lady
neuter fan, wax, 4. -
rag, cab 5. -
common pal, friend

Expected answers:
1. cat
2. car
3. jam
4. cap
5. tap

1. cat – mat
2. car – far
3. jam – ham
4. cap – map
5. tap – nap
Additional Activities for
Application or
Remediation (if
applicable)
Remarks
Reflection

Prepared by: Reviewed by: Approved by:

Subject Teacher Master Teacher/Head Teacher School Head

26