DETAILED School Grade Two

DAILY LESSON Teacher Subject English

PLAN Date/Time Grading Period First
WEEK 1-DAY 4
I. OBJECTIVES

A. Content Standards Demonstrates understanding of the letter-sound relationship between Mother Tongue and
English for effective transfer of learning

B. Performance Standards Correctly hears and records sounds in words

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C. Learning Competencies/ 2. Instructional Objectives
Objectives 1. Classify/Categorize sounds heard (animals, mechanical objects, musical instruments,
environment, speech) EN2PA-Ia-c-1.1
2. Mechanical and environmental sounds
3. Expressive Objective
 Show teamwork in classifying/categorizing sounds heard

II. CONTENT DOMAIN: Phonological Awareness

LESSON 4: Mechanical and Environmental Sounds
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide Pages Teacher’s Guide for English 2, p. 9-10

2. Learner’s Materials Pages Learner’s Materials for English 2, p. 14-15

3. Textbook Pages

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4. Additional Materials from https://lrmds.deped.gov.ph/detail/8637
Learning Resource Portal

B. Other Learning Resources charts, lapel, laptop, LCD projector, Television

IV. PROCEDURES

A. Pre-Assessment/Review Let the learners answer the following questions:

(Previous lesson related to 1. What should you remember in noting details?
the new lesson 2. When will you use who and what questions in noting details?
3. When will you use when and where questions in noting details?
(Do this in 5 minutes) (Reflective Approach)

B. Establishing the purpose of A. Using the objective board, read and explain to the learners the objectives of the lesson
the lesson for the day.
Instructional Objectives
1. Classify/Categorize sounds heard (animals, mechanical objects, musical instruments,
environment, speech)
2. Mechanical and environmental sounds
1. Expressive Objective
 Show teamwork in classifying/categorizing sounds heard

B. Let the six learners pass the big box, pick one picture and read its subtitle when the music
stops. Allow them to give other terms or mother-tongue of each word. (Mother-Tongue Based
Integration)
Example: noise-ingay thunder-kulog guitar-gitara machine-makina, makinarya
(Do this in 5 minutes)(Collaborative/Inquiry-Based Approach)

C. Modeling/Presenting A. Set the mood of the learners by asking them to listen carefully to the sound recorded.

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 examples/instances and
discussion of the lesson 1. heavy rain
2. industrial robot
3. sea waves
4. clock
5. computer sound

Ask the following questions:

1. What sounds did you hear?
2. Are the sounds the same?
(Science Integration)

B. Discuss and explain mechanical and environmental sounds.

 Mechanical sounds are man-made or sounds that come from engine or machine.
Examples: industrial robot, clock and computer sound
 Environmental sounds are human sounds or sounds that come from the environment.
Examples: heavy rain, sea waves and noise

C. Provide the learners with real objects that produce different sounds. It can be any of the
following: alarm clock, whistle, bell, cellphone, water in a bottle. Let them manipulate the
objects and identify the sounds heard if mechanical or environmental sounds.
(MAPEH and Science Integration)
(Do these in 10 minutes) (Inquiry-Based and Integrative Approaches)

D. Guided Practice Guide the learners to do the following group activities.

Group 1: Draw/sketch five pictures of mechanical and environmental sounds.
(MAPEH Integration)
Group 2: Think of another mechanical and environmental sounds, then imitate the sounds in a
form of group presentation (MAPEH Integration)

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 Group 3: Look at the objects in your classroom. List down 5 objects that produce
mechanical and environmental sounds. (Numeracy Integration)
Group 4: Listen to the instrument played by the teacher and list down the sounds whether it is
mechanical or environmental.
(Science Integration)

Source of sound Type of Sound

1. xylophone
2. key board typing
3. whispering
4. bouncing ball
5. water drops
(Do these in 10 minutes)(Collaborative, Constructivist and Integrative Approaches)

E. Independent Practice Let the learners answer the activity. Identify the sounds of the pictures below. Circle the letter of
the correct answer.

1. 2. 3.
.

Source: DepED Image Bank

A. Environmental sound A. Environmental sound A. Environmental sound

B. Mechanical sound B. Mechanical sound B. Mechanical sound

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 4. 5.

Source: DepED Image Bank

A. Environmental sound A. Environmental sound

B. Mechanical sound B. Mechanical sound
(Do this in 5 minutes) (Reflective Approach)

F. Application Ask three to five learners to answer the following:

1. If you heard the sound of school bell at seven o’clock in the morning, what will you do?
(AP and EsP Integration)
2. If you heard the alarm clock at five o’clock in the morning in your house, what will you do?
(AP Integration)
3. If you heard the sound of thunder, what will you do? (Science Integration)
(Do this in 5 minutes) (Reflective Approach)

G. Generalization Guide the learners in answering the questions.

1. What are mechanical sounds?
Mechanical sounds are man-made or sounds that come from engine or machine.
2. What are environmental sounds?
Environmental sounds are human sounds or sounds that come from the environment.
(Do this in 5 minutes) (Reflective Approach)

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H. Post Assessment Classify the sounds heard if mechanical or environmental.
Sounds Produced Type of sounds
1. Whooooo (wind)
1. Broom-Broom (motorcycle)
3. Ding dong (doorbell)
4. Tic tac (clock)
5. Bzzzz-bzzzz (bee)
(Do this in 5 minutes)(Reflective Approach)

I. Enrichment Activities/
Additional activities for
Application, remediation
or assignment
V. REMARKS
VI. REFLECTION
Let the learners choose from the following activities:
1. Draw 5 pictures of mechanical or environmental sounds.
2. Cut out 5 pictures of mechanical and environmental sounds.
3. Listen to mechanical and environmental sounds that you always hear at home. List them in
your notebook.

A. No of learners who earned

80% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored
below 80%

C. Did the remedial lessons

work? No of learners who
have caught up with the

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 lesson.

D. No. of learners who

continue to require
remediation

E. Which of my teaching
strategies worked well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?