School Taysan Elementary School Grade and Two-Tamarind

Teacher JEMMALYN L. BLANCAFLOR

Section
Learning Area English INDICATORS
Teaching Dates and Time Quarter 4th Quarter Week 3 With
ANNOTATION

Spell 2-syllable words with short e, a, i, o, and u sound in CVC pattern

I. Learning Competencies/ (EN2PWR-IIId-f7.1)

Objectives Spell 2-syllable words with short e, a, i, o, and u sound in CVC pattern Indicator No. 1:
Apply knowledge of content within and across
(EN2PWR-IIId-f7.1) curriculum teaching areas.

Integration: - The teacher shows expertise in the

content, uses appropriate
Math – Adding 1- or 2-digit whole numbers pedagogy in delivering the lesson, and
Health – Promoting Mental health cites intra and interdisciplinary content
Values – Respecting or valuing one another relationships.

II. CONTENT Spelling of 2-syllable words with short e, a, i, o, and u sound in CVC pattern

II. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Most Essential Learning Competencies Guide in Grade 2 English, Quarter3, p. 181
2. Learning’s Materials “A Wonderful Day” learner’s e – book with audio material
pages
3. Pages from the Textbook
4. Additional Materials from https://lrmds.deped.gov.ph/detail/14687
Learning Resource (LR)
Portal

B. Other Learning drill board and marker, real objects, charts, pictures, PowerPoint Presentation,
Resources worksheets,
H5P Activities: English 2 - Task 1 Two - Syllable Words.html
English 2 - Task 2 Two - Syllable Words.html
III. PROCEDURE
A. Reviewing previous Setting the classroom norms: Indicator No. 4:
lesson or presenting the The teacher will present the new Establish safe and secure
new lesson normal school rules. Then, the learning environments to
teacher enhance learning through the
will ask questions to test their consistent implementation of
policies, guidelines, and
awareness of the class.
procedures.
 -- The teacher ensures that
learners can articulate and
adhere to the safety guidelines
and practices in all the learning
tasks.

Indicator No. 3:
Use effective verbal and non-
verbal classroom communication
strategies to support learner
understanding, participation,
Feelings Check – in: (Promoting mental health in class
engagement, and achievement.

- The teacher uses a variety of

verbal and non-verbal
communication strategies to create
a learning environment that
provides opportunities for inquiry
and involvement of learners
individually and in groups.

Review:
What I Know:
Choose the correct basic sight word in the box. Write the answer on your drill
board.
B. Establishing a Motivation:
purpose for the
lesson Motive question

Indicator No. 5:
Maintain learning environments
that promote fairness, respect, and
care to encourage learning.
- The teacher enhances polite and
respectful interactions with
learners and among learners,
and exhibits sensitivity to
learners’ differences.

Indicator No. 5:
Maintain learning environments
that promote fairness, respect, and
care to encourage learning.
- The teacher enhances polite and
respectful interactions with
learners and among learners,
and exhibits sensitivity to
learners’ differences.
  Listen ask the teacher plays the e - book with audio of the poem “A
Wonderful Day”.
 Ask questions after
reading the poem.
1. What did you like
about the poem?
2. Do you also like
going to school and
study?
3. Who among you
here knows a pupil
who is an Aeta or a
Badjao?
4. Do we need to respect pupils or learners from indigenous group
like Aeta or Badjao? Why?
 Answer the motive question.
Tell the pupil or says: “In school, we respect and value one
another.”
C. Presenting Presentation:
examples/instances of the Indicator No. 2:
The teacher along with the pupils will read the words used from the poem.
new lesson
(Words translated in Mother Tongue after reading.) Display proficient use of
1. morning 2. father 3. mother 4. prizes 5. cheerful Mother Tongue, Filipino and
English to facilitate teaching
Then, the teacher will ask each pupil to encircle the vowels from each word and and learning.
underline the consonant after. The teacher will divide or syllabicate each word
after the vowels and consonants were identified. After which the teacher will ask - Teacher’s use of Mother
the pupils to clap each syllabication. This will help the pupils to identify if the Tongue, and/or Filipino,
and/or English demonstrates
word is a 2 syllable word.
a well-developed ability in
using communication
strategies, such as code
switching and translation.

D. Discussing new concepts Discussion:

and The teacher will then discuss the following concepts. (Concepts translated in
practicing new skills #1 Mother Tongue for better understanding.)
E. Discussing new Interactive Activity: (Offline Game)
concepts and practicing Indicator No. 6:
new skills #2 Let’s Practice: Maintain learning
environments that nurture and
English 2 - Task 1 Two - Syllable inspire learners to participate,
Words.html cooperate and collaborate in
continued learning.

- The teacher consistently

provides varied learning
opportunities, which are
well aligned with the
learners’ individual and
group learning needs, and
engages learners to
participate, cooperate, and
English 2 - Task 2 Two - Syllable Words.html collaborate in continued
learning.
(whole group activity – group
activity)

F. Developing Group Activity

mastery (leads to Before the group activity, ask the pupils of the Do’s and Don’ts in working
formative assessment 3) together. Remind them to work with social distancing.
Differentiated group activities based on the learners’ level of interest and ability.

Slow/Struggle Learners
Group 1:
Match Me! (5 members only)
Task: Check the following 2 – syllable words with correct spelling.
 Average Learners
Group 2 and Group 3:
Fix it! (5 members only)
Task: Fix the spelling of the following 2 – syllable words. Write the correct
answers on the box.

Advanced Learners
Write it Down!
Group 4 and Group 5:
Task: Arrange the jumbled letters to form the correct spelling of the following 2 –
syllable words.

Indicator No. 7: Apply a range

of successful strategies that
maintain learning environments
that motivate learners to work
After the group presentation, present the scoring rubric for the individual productively by assuming
participation of each member during their Cooperative Learning. responsibility for their own
learning.

- The teacher consistently

applies strategies, which are well
aligned with the learners’
individual and group learning
needs and motivates them to
work productively and be
responsible for their own
learning.
(From individual task, group
activity, evaluation and remedial
or homework)

G. Finding practical Let’s do this:

applications of concepts
and skills in daily living Fill in the blanks to get the correct spelling of the following 2 – syllable words.
To help you get the correct letter for each blank, answer the addition sentence.
The sum will serve as clue which corresponds to the order or sequence of each
alphabet letter.
H. Making generalization
and abstractions about the
lesson
Let’s do more:
Indicator No. 7:
Apply a range of successful
strategies that maintain
learning environments that
motivate learners to work
productively by assuming
responsibility for their own
learning.
- The teacher demonstrates
an expanded understanding
of the educability of
individual learners and
instructional strategies
respond to individual and
group of learners’
background, thus creating
an environment where
learners feel equally
involved.
(From individual task, group
activity, evaluation and
remedial or homework)
I. Evaluating learning You can do this!
Encircle the two-syllable word that has correct spelling.
Example:
1.
rubut
robut
robot

Indicator No. 7:
Apply a range of successful
strategies that maintain
learning environments that
motivate learners to work
productively by assuming
responsibility for their own
learning.
- The teacher demonstrates
an expanded understanding
of the educability of
individual learners and
instructional strategies
respond to individual and
group of learners’
background, thus creating
an environment where
learners feel equally
involved.

(From individual task, group

activity, evaluation and
remedial or homework)
J. Additional activities for RemediaPractice reading the Two -Syllable Word List and complete the Word Ladder.
application or remediation

Indicator No. 7:
Apply a range of successful
strategies that maintain
learning environments that
motivate learners to work
productively by assuming
responsibility for their own
learning.
- The teacher demonstrates
an expanded understanding
of the educability of
Rating Scale for the Word Ladder Activity: individual learners and
instructional strategies
Criteria Did not meet Below Meets respond to individual and
the Standard Standard Standard group of learners’
background, thus creating
(1) (3) (5) an environment where
learners feel equally
1. Completed the 6 two –
involved.
syllable words
(From individual task, group
2. Had written the words with
activity, evaluation and
correct spelling remedial or homework)
3. Proper capitalization of
words, in lowercase.

4. Had written the letter

correctly, letters are not reverse
V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation

Did the remedial lessons work? No. of learners who have caught up with the lesson

No. of learners who continue to require remediation

Which of my teaching strategies worked well? Why did this work?

What difficulties did I encounter which my principal or supervisor can help me solve?

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

-The use of interactive offline H5P Activities from Lumi Application and E-book audio learner’s material for 21 st
century story telling.

Prepared and Submitted by:

JEMMALYN L. BLANCAFLOR
Teacher III

Submitted to:

CLEOFE M. LOPOS
Master Teacher I