2016 03 31 Quarter 3 Grade 2 English Teacher's Guide

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BASA PILIPINAS
TEACHER’S GUIDE
GRADE 2 ENGLISH
QUARTER 3
Developed based on DepEd’s K–12 Curriculum Guide

in English, July 2015
MARCH 2016
This learning resource was produced with the generous support of the American people through the
United States Agency for International Development (USAID) under the Basa Pilipinas Project and
the Department of Education.
TEACHER’S GUIDE GRADE 2 ENGLISH
Grade 2 Quarter 3
Teacher’s Guide - English
Second Edition, 2016
Published by U.S. Agency for International Development (USAID)
Produced under USAID/Basa Pilipinas with support from the Department of Education (DepEd)
Technical Director: Nancy Clark-Chiarelli, EdD
Author: Basa Pilipinas
DepEd Reviewer: Galileo Go
Content Reviewer: Maria Louella Tampinco-Lunas
Language Reviewer: Regina Ubaña
Layout Artists: Ferland Boborol, Ryan Garcia, and Harry James Creo
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Non-text materials, i.e., songs, stories, poems, pictures, photos, brand names, etc. included in this
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Teacher’s Guide are copyright to their respective owners. The publisher and authors claim no credit
or ownership over them. Every effort has been exerted to locate and seek permission to use these
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materials from their respective copyright owners.
A selection of stories from Adarna House and Vibal Publishing House were used with permission
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from the publishers.
No part of this material may be reproduced or transmitted in any form or by any means, electronic
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or mechanical, including photocopy, or any information storage and retrieval system without
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permission from the publisher.

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DEPED COPY. All rights reserved. No part of this learning resource may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016.
GRADE 2 ENGLISH TEACHER’S GUIDE
CONTENTS
Week 21: Interesting Things About My Culture . . . . . . . . . . . . . . . . . . . . . . . . 1
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Week 22: Interesting Things About My Culture . . . . . . . . . . . . . . . . . . . . . . . 19
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Week 23: Interesting Places in My Community. . . . . . . . . . . . . . . . . . . . . . . . 39
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
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Week 24: Interesting Places in My Community. . . . . . . . . . . . . . . . . . . . . . . . 59
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
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Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
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Week 25: Products My Community is Known For. . . . . . . . . . . . . . . . . . . . . . 77
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
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Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
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Week 26: Products My Community is Known For. . . . . . . . . . . . . . . . . . . . . . 97

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Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Week 27: Helping People. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

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Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Week 28: Helping People. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Week 29: Keeping Things Clean and Green. . . . . . . . . . . . . . . . . . . . . . . . . . 157
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016.
QUARTER 3 WEEK 21
WEEK
21
TEACHER’S GUIDE
GRADE 2
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THEME: INTERESTING THINGS ABOUT MY CULTURE

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READ ALOUD STORY: PIPO, THE CLOWN

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016. 1
OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 2

ENGLISH
QUARTER 3, WEEK 21 (50 MINUTES PER DAY)
Theme: Interesting Things about My Culture

Read Aloud Story: Pipo, the Clown (Author: Nati A. Santos; Illustrator: Frances C. Alcaraz)
Day Domain Objectives Subject Matter
OL • EN2OL-IIIc-d-1.2 • Sharing information and news
Participate in choral speaking and
• Poem or song
echo reading of short poems,
rhymes, and stories with repeated • Phonological awareness/Alphabet
patterns and refrains in English knowledge games
PA • EN2PA-IIIc-e-6.2
Produce speech sounds
(sounds and letter names)
Daily AK • EN2AK-IIIa-1.1
Give the beginning sound of each
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consonant (m, s, f, t, h)
A • EN2A-IIIa-e-1
Participate/engage in a read-along
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of texts (e.g. poetry, repetitive text)
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V • EN2V-IIIa-b-13.1 • Read Aloud Story: Pipo, the Clown

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Give the meaning of words used

• Use new vocabulary and structures
in stories presented through real
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objects, illustrations, demonstration,

and context clues
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SS • EN2SS-IIIa-d-1.1
Follow instructions orally given
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DOMAINS: OL – Oral Language PA – Phonological Awareness

BPK – Book and Print Orientation PWR – Phonics and Word Recognition F – Fluency
WC – Writing and Composition G – Grammar Awareness and Structure
2 electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016.
QUARTER 3 WEEK 21
Teacher’s Activities Learner’s Activities

1. Daily Routine can be any of the following: 1. Daily Routine can be any of the following:
a. Sharing Information or News a. Sharing Information or News
• Teacher asks questions allowing pupils to • Pupils talk about local traditions and culture
talk about traditions and culture that they know
b. Poem or Song b. Poem or Song
• Teacher introduces a poem or song that • Pupils recite a poem or sing a song
pupils will learn
• Pupils participate in read-along of text
• Teacher encourages pupils to read-along
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c. Phonological Awareness/Alphabet
(choral reading, echo reading etc.)
Knowledge Games
• Pupils practice beginning sounds by playing
Knowledge Games
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a game
• Teacher introduces a game to practice
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beginning sounds
1. Routine (refer to the Daily Activities) 1. Routine (refer to the Daily Activities)
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2. Read Aloud Story: Pipo, the Clown 2. Read Aloud Story: Pipo, the Clown
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Pre-Reading Activities Pre-Reading Activities

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• Teacher unlocks unfamiliar words and • Pupils listen to the teacher using words,
expressions phrases, or expressions that are unfamiliar
• Teacher models using new vocabulary • Pupils talk about words, phrases, or
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and structures expressions that are unfamiliar
• Teacher introduces a game or role play to • Pupils play a game using words, phrases, or
practice new vocabulary and structures expressions that are unfamiliar
3. Concluding the Session 3. Concluding the Session
• Teacher gives homework • Homework: Pupils talk about the new words
they know with family members
V – Vocabulary Development LC – Listening Comprehension RC – Reading Comprehension

ATR – Attitude Towards Language, Literacy, and Literature SS – Study Strategies
* – Basa-added Objective

V • EN2V-IIIa-b-13.1 • Read Aloud Story: Pipo, the Clown
• Make predictions
and context clues
LC • EN2LC-IIIa-2.4
Use an understanding of characters,
incidents, and settings to make
prediction
BPK • EN2BPK-IIIa-1
Discuss the illustrations on the
2 cover and predict what the story
may be about
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LC • EN2LC-IIIi-j-2.6 • Read Aloud Story: Pipo, the Clown

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Retell the story

• Parts of a book
BPK • EN2BPK-Ib-c-4
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Identify the common terms in • Action words

English relating to part of book
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(e.g. cover, title page, etc.)

Identify title, author, book,
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illustrator, and tell what they do

3 LC • Discuss the story*

QUARTER 3 WEEK 21

2. Read Aloud Story: Pipo, the Clown 2. Read Aloud Story: Pipo, the Clown
• Teacher unlocks unfamiliar words and • Pupils review words, phrases, or expressions
expressions that are unfamiliar
• Teacher asks questions to stimulate pupils’ • Pupils share experiences related to the story.
interests about the story They talk about the cover of the story, and
set a purpose for reading.
During Reading Activities
• Teacher reads the story to the pupils pausing
at some parts to ask for predictions • Pupils listen attentively to the story read
After Reading Activities • Pupils make predictions during the rereading

of the story
• Teacher asks questions about the story
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After Reading Activities
3. Concluding the Session
• Pupils answer questions about the story
• Teacher gives homework
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• Homework: Pupils talk about the story they

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listened to their family members
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2. Retelling of the Read Aloud Story: 2. Retelling of the Read Aloud Story:
Pipo, the Clown Pipo, the Clown
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• Teacher shows pictures to help pupils retell • Pupils sequence events as they happened in
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the Read Aloud story the story

3. Rereading of the Read Aloud Story: 3. Rereading of the Read Aloud Story:
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Pipo, the Clown Pipo, the Clown
• Teacher asks pupils the common terms in • Pupils answer questions about common
English relating to part of book and asks them terms in English relating to part of book and
to identify the title, author, illustrator, and tell they identify the title, author, illustrator, and
what they do tell what they do
During Reading Activities During Reading Activities
• Teacher rereads the story pausing at • Pupils participate actively during the rereading
some parts to ask questions and check of the story
comprehension
G • EN2G-IIIg-3.1 • Verbs
Identify action words in sentences
• Phrase vs. Sentence
G • EN2G-Ia-1.1
Distinguish sentences from phrases
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LC • EN2LC-IIIi-j-2.6 • Read Aloud Story: Pipo, the Clown

Retell the story
• Composing Activity: Reading
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WC • EN2WC-IIIa-c-1
response
Participate in generating ideas
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through pre-writing activities
• EN2WC-IIIb-1.9
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5 Show understanding of a story

listened to by writing a phrase or
sentence about an illustration

QUARTER 3 WEEK 21

After Reading Activities After Reading Activities
• Teacher asks questions to elicit reactions to • Pupils express their reaction to the story
the story
• Homework: Pupils retell the story they
• Teacher gives homework listened to to their family members
2. Action Words 2. Action Words
• Teacher chooses verbs from the story and • Pupils mime the actions the teacher says
pupils mime the actions
3. Phrase vs. Sentence
3. Phrase vs. Sentence
• Pupils identify sentences and phrases in some
• Teacher asks pupils to identify sentences and pages of the story
phrases from the Read Aloud story
• Pupils play a game to practice identifying
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• Teacher gives an activity or game to identify sentences and phrases
sentences and phrases
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• Homework: Pupils get to know about the
• Teacher gives homework celebrations or parades in their neighborhood
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or town. They can ask parents, neighbors, or
officials in town.
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1. Routine (refer to the Daily Activities) – 1. Routine (refer to the Daily Activities) –
Assessment Focus: PA and G Assessment Focus: PA and G
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2. Retelling the Story 2. Retelling the Story

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• Teacher asks pupils in groups of five to retell • Pupils retell the story in groups of five
the story
3. Composing Activity: Reading Response
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3. Composing Activity: In the parade, I like…

• Pupils draw and complete a sentence frame:
• Teacher models composing activity: In the In the parade, I like…
parade I like…
4. Concluding the Session: Sharing and Reading
• Pupils show their works to each other in
• Teacher invites pupils to share their drawing groups of five and talk about them
and writing in groups of five
NOTES
DAY OBJECTIVES
• EN2OL-IIIc-d-1.2 Participate in choral speaking and echo reading of short
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poems, rhymes, and stories with repeated patterns and refrains in English
• EN2A-IIIa-e-1.1 Participate/engage in a read-along of texts
(e.g. poetry, repetitive text)
• EN2V-IIIa-b-13.1 Give the meaning of words used in stories presented
through real objects, illustrations, demonstration, and context clues
• EN2SS-IIIa-d-1.1 Follow instructions orally given
1 ON-GOING ASSESSMENT
During Week 21, the teacher observes five pupils per day
NOTE TO TEACHER
during English period and assess their Phonological Awareness
During Weeks 21 and 22, competencies using this table:
the teacher will observe
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another five pupils per
day for a total of 50 pupils 1 2
observed over a two-week Does not use Uses
period. If he or she has 60 Using appropriate appropriate appropriate
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pupils, he or she can observe vocabulary, grammar vocabulary or vocabulary
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six a day. It is not wise to structures to express structures, and structures
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observe more than six a day. himself or herself speaks in
incomplete
sentences
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2
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ROUTINE
NOTE TO TEACHER
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Teacher should have poem a. Sharing Information

written on chart. Pupils • Teacher explains that as part of the weekly theme on
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recite and do movements Things About My Culture, they will study parades.
as a class.
• Teacher lets pupils talk about this in pairs: Have you seen a parade?
Describe it to your partner. Then, he or she picks 1–2 names from the
box or bowl. These pupils will share in front of the class.
b. Poem: “A Merry Parade”

• Teacher introduces the poem, “A Merry Parade.” He or she
explains a few words such as: parade, clown, and mop.
QUARTER 3 WEEK 21
NOTES
"A Merry Parade"
Today is sunny
Mom and Dad, hurry!
Let’s run down BRIDGING
to see the clowns. When pupils are sharing
information, let them use
Clown one has a mop words or expressions in
Clown two sits on top. Mother Tongue or Filipino
Clown three is tiny or let them show you with
Clown four is curly. gestures and movements if
Clown five is fat that is easier, then model
Clown six has a hat. how to say the words
Clown seven is silly in English.
Clown eight is funny.
Clown nine looks sad
Clown ten looks mad!
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Today is sunny
Mom and Dad, hurry!
Hip! Hop! I am happy!
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A merry parade, truly!
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3 READ ALOUD STORY: PIPO, THE CLOWN
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PRE-READING ACTIVITIES BRIDGING
a. Unlocking Some Words and Expressions When explaining new

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vocabulary, do not translate.

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(1) band Use hand gestures and

Teacher says: When several people play music together they are called movements as much as
a band. For example, in a parade, the group of people who play the possible.
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music is the band.
(2) different
Teacher asks a boy and girl to the front and asks the pupils to say
what is the same about the two and what is different about the
two. Teacher points out what the word different means.
(3) blue, yellow, green, orange red BRIDGING

Teacher points to something that is blue and asks pupils to repeat Some words are easy
the word blue. Teacher asks pupils to point to something blue. to explain by showing
Teacher repeats with yellow, green, orange, and red. the picture in the book.
Example: stilts, bikes, rags,
(4) stilts, bikes, rags, scarf/scarves, dove, parrot
scarf /scarves, dove, parrot.
Teacher uses pictures in the Read Aloud story, Pipo, the Clown,
to show pupils what these words mean.
NOTES (5) “That’s all, folks.”
Teacher explains that this is an expression that people use to say

that a show is finished.
b. Practicing Using New Words with Games

(1) different
NOTE TO TEACHER
Teacher explains that he or she will hold up (or point to) two
Teacher should have flash objects and the pupils will tell their partner if the two objects
cards ready are the same or different. Then, teacher calls on a pair or two to
answer. Repeat several times with objects that are the same and
different.
(2) blue, yellow, green, orange, red
Learner’s Material (LM), p. 271. “We Can Do It”: The class will play
“Touch the Color.” After saying “Touch the color,” the teacher
will flash a word indicating the color that the pupils will touch.
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Teacher tells pupils to show their family members that they know the
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English words for the colors blue, yellow, green, orange, and red.
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DAY OBJECTIVES
2
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• EN2PA-IIIc-e-6.2 Produce speech sounds (sounds and letter names)

• EN2A-IIIa-e-1 Participate/engage in a read-along of texts
• EN2LC-IIIa-2.4 Use an understanding of characters, incidents, and settings
to make predictions
• Make connections between the story heard and their personal experience*
• EN2BPK-IIIa-1 Discuss the illustrations on the cover and predict what the
story may be about
QUARTER 3 WEEK 21
NOTES
1 ROUTINE
BRIDGING
a. Sharing Information
The target consonants for
Teacher lets pupils talk in pairs. What is your favorite part in a parade? Week 21 are: “m,” “s,”
The music? The clothes? The marching? Why? He or she gives them a
sentence frame to complete. In the parade I like the ______,
“f,” “t,” “h.” Ask pupils to
because _____. Then, he or she picks 1–2 names from the box or notice which ones have
bowl. These pupils will share in front of the class. the same sound in Mother
Tongue or Filipino and
b. Poem: “A Merry Parade” which ones are different.
Pupils recite and do movements as a class.
c. Speech Sounds
Teacher asks pairs to discuss what other words begin with the
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sound /m/ like the word merry. He or she asks a few pairs to
share their answer. Then, he or she continues the game with the
following sounds and words:
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/s/ like the word sunny /t/ like the word today
/f/ like the word frizzy /h/ like the word hurry
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PRE-READING ACTIVITIES
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a. Setting a Purpose for Reading and Activating Prior

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Knowledge
Teacher tells pupils they are going to read a book about a parade.
But first, they will mime a few actions that clowns and people do
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in parades. He or she asks pupils if they can think of some actions

that clowns and people do in parades. Words should be listed on
the board. Teacher then says the action words and pupils mime
the actions and repeat the action words. He or she helps pupils
with the movements.
Example: watch, wait, march, sing, dance, walk, ride a bike, smile,
shout, open, pull, clap, cheer
b. Making Predictions
Teacher shows the cover of the Read Aloud story, Pipo, the Clown,
and asks a pupil to read the title. He or she asks another pupil to
read the author’s name and another to read the illustrator’s name.
Teacher opens the Read Aloud story, Pipo, the Clown, to pages 2
and 3 and asks pupils to describe what they see. Then, he or she
asks: What are the people doing? What do you think they are waiting for?
NOTES DURING READING
Teacher reads the story, Pipo, the Clown to the pupils.
AFTER READING
Teacher goes back to certain pages and checks for understanding:
Pages 6–7: What are the clowns doing?
Pages 10–11: What are the clowns doing?
Pages 14–15: Why are the people clapping?
Teacher tells pupils to tell their family members about the Read
Aloud story, Pipo, the Clown.
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DAY OBJECTIVES
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• EN2AK-IIIa-1.1 Give the beginning sound of each consonant (m, s, f, t, h)
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• EN2BPK-Ib-c-4 Identify the common terms in English relating to part

of book (e.g. cover, title page, etc.)
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• EN2BPK-IIIa-1 Identify title, author, and book illustrator and tell what
they do
• EN2LC-IIa-j-1.1 Retell a story
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• Discuss the story*

*Basa-added objective
1 ROUTINE
BRIDGING
Teacher lets pupils talk in pairs. What was your favorite part of the story
When pupils are sharing Pipo, the Clown? Why? He or she gives them a sentence frame to
information, let them complete. My favorite part of the story is ______, because _____.
use words or expressions in Then, he or she picks 1–2 names from the box or bowl. These
Mother Tongue or Filipino pupils will share in front of the class.
or let them show you with
gestures and movements,
then model how to say the b. Poem: “A Merry Parade”
words in English. Pupils recite and do movements as a class.
QUARTER 3 WEEK 21
c. Speech Sounds NOTES
• Teacher asks pairs to discuss which two words begin with the
sound /m/ and say what letter makes that sound. The teacher
says: mad, big, mop…mad, big, mop.
• He or she asks a few pairs to share their answers. Then, he or she

continues the game with the following sounds and words:
• The sound /s/ sunny, sad, funny.

The sound /t/ like the words top, silly, tiny.
The sound /f/ like the words tiny, fat, frizzy.
The sound /h/ like the words hurry, happy, truly.
2 RETELLING OF READ ALOUD STORY:

PIPO, THE CLOWN
Teacher shows the pictures of the Read Aloud story, Pipo, the Clown
one by one and calls on pupils to say what happened. As they retell
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the story, the pupils act out the actions. Example: march, sing, dance,
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Teacher shows the cover of the book and asks pupils to discuss in
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pairs the following questions. He or she picks a few pairs to answer BRIDGING
the questions.
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When pupils are

What do you call the front of the book?
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responding to a story,
What do you call the words like Pipo, the Clown on the cover? let them use words or
expressions in Mother
What is the English word for the person who writes the book? Tongue or Filipino or
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What is the English name of the person who makes the illustrations? let them show you with
gestures and movements if
that is easier, then model
DURING READING
how to say them in English.
• Teacher begins to read the book. He or she pauses at certain
points to ask questions and emphasizes actions by asking pupils
to mime them: watch, wait, march, sing, dance, walk, ride a bike,
smile, laugh, shout, open, pull, clap, cheer.
• Teacher pauses and asks questions:
Page 10: What can you say about Pipo? Let’s try to describe him.
Page 11: How do you think Pipo feels? Why do you think he looks
sad?
Page 24: What do you think Pipo’s face looks like now? Is it the same?
Or different? Why do you think so?
NOTES AFTER READING
• Teacher lets pupils talk in pairs. Did you like Pipo’s magic tricks?
Which trick was your favorite? Why? He or she gives them a sentence
frame to complete. I liked it when Pipo _____, because _____.
• Then, he or she asks: Do you think Pipo is good at being a clown? Why?
He or she gives them a sentence frame to complete.
I think Pipo is good/is not good at being a clown,
because _____. He or she picks a few pairs to answer the
questions.
Teacher tells pupils to retell the Read Aloud story, Pipo, the Clown
and mime the action words to their family members.
DAY
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OBJECTIVES
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• EN2G-Ia-1.1 Distinguish sentences from non-sentences

• EN2G-IIIg-3.1 Identify action words in sentences
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1 ROUTINE
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BRIDGING
Teacher shows pupils pages 8 and 9 of the Read Aloud story
When pupils are sharing Pipo, the Clown. Teacher lets pupils talk in pairs. What are the clowns
information, let them use doing? What would do if you were a clown in a parade? Why? He or she
words or expressions in gives them a sentence frame to complete. In a parade I would
Mother Tongue or Filipino _____, because ______. Then, he or she picks 1–2 names from
or let them show you with the box or bowl. These pupils will share in front of the class.
that is easier, then model b. Poem: A “Merry Parade”
how to say the words in
English. Pupils recite and do movements as a class.
QUARTER 3 WEEK 21
c. Letter Sounds NOTES
• Teacher points to the word merry in the poem and asks pairs to
produce the beginning sound and identify the letter that makes
that sound. Then, he or she asks the pairs to find all the words in
the poem that begin with the letter “m.” He or she asks a few pairs
to share their answers.
• Then, he or she continues the game with the following letters:

“s,” “f,” “t,” “h.”
2 IDENTIFY ACTION WORDS (VERBS)
• Teacher reads to the pupils pages 6 and 7 of the Read Aloud story,
Pipo, the Clown. He or she asks pupils to identify the action words. BRIDGING
For each action word, he or she asks the pupils to repeat the word
and mime the action. Grammar elements are
often similar from one
PY
• Teacher reminds pupils that in Quarter 2 they talked a lot about language to another. Ask
action words. Teacher re-explains that action words (verbs) are pupils what they know from
words that talk about what we do. They often show movement. Mother Tongue or Filipino
For each action word, he or she asks the pupils to repeat the word
O and build on those concepts.
and mime the action.
C
• Teacher repeats the same activity with pages 10 and 11.
3 DISTINGUISH SENTENCES VS PHRASES

E D
a. Identifying Sentences and Phrases

EP
• Teacher asks pupils what they know in Mother Tongue and

Filipino about what is a sentence. Teacher explains that it is
similar in English. Sentences have action words and someone or
D
something doing the action.
• Teacher tells pupils he or she will read page 15 of the Read Aloud
story, Pipo, the Clown and stop after each punctuation mark. The
teacher reads page 15, stopping after each punctuation mark.
Then, he or she asks pupils which one was a sentence and which
ones were not.
b. Playing a Game to Identify Sentences and Phrases

• Teacher divides the class into two teams (A and B). He or she
writes two columns on the board to keep score. Then he or she
will say a sentence or a phrase, and teams have to identify if it is a
sentence or a phrase.
Teacher says the following twice: Pipo, the Clown, pulls a scarf
from his bag. (He or she asks Team A to discuss and answer if
it is a sentence or phrase. If Team A answers correctly, they
NOTES get a point, if they answer incorrectly the point goes to Team B.
Then, he or she asks Team B to do the same with Some clowns ride
bikes.)
• Teacher continues the game alternating between Team A and

BRIDGING Team B with the following:
Pupils will be asking parents, More and more scarves! Many people came to watch the parade.
neighbors, and officials The people cheered. A small blue dove.
about their community for A big old bag. Pipo, the Clown.
the Filipino lesson, so this The band played. He was a magician.
homework can be done at
the same time.
Teacher tells pupils to ask parents, neighbors, and officials about

celebrations in their community.
DAY
PY
OBJECTIVES
O
5
C
D

• EN2WC-IIIa-c-1 Participate in generating ideas through pre-writing activities
E
• EN2WC-IIb-1.9 Show understanding of a story listened to writing a phrase

or sentence about an illustration
EP
1 ROUTINE
D
BRIDGING
In Mother Tongue and

Filipino, each vowel has only
one sound. Teacher lets pupils talk in pairs about celebrations in the
In English each vowel community (Day 4 homework). Then, he or she picks 1–2 names
(a, e, i, o, u) has two sounds: from the box or bowl. These pupils will share in front of the class.
short and long.
NOTE TO TEACHER
In English, we use the symbol c. Identifying Words with Short /ŏ/

ŏ for the short vowel sound
• Teacher reminds pupils that vowels in English have two sounds:
of /o/. The short o sound
short and long. Then he or she tells pupils they will recite the
says ŏ as in octopus.
poem, “A Merry Parade” together and they will put their arms
QUARTER 3 WEEK 21
in the air every time they hear the short o sound like the word NOTES
octopus. He or she leads the class in the recitation, encouraging
the pupils to raise their arms for the words: mom, one, top, log,
hop.
• Then, he or she asks pupils for other words they know with the
short o sound. Example: cop, fox, song, log, pot, frog, boy

PIPO, THE CLOWN
Teacher asks pupils to get in groups of five and decide who in the NOTE TO TEACHER
group will play the role of Pipo. In their groups, pupils retell the
Read Aloud story, Pipo, the Clown. Teacher goes around the room Activities 2 and 4 are good
and observes pupils. opportunities to observe the
five pupils you are assessing
3
on this day. Put them in one
COMPOSING ACTIVITY group.
PY
Teacher asks pupils to identify their favorite part in a parade.
He or she writes their answers on the board.
O
Example: “the music,” “the band,” “the clowns,” “the dancing,”
“the singing,” “the marching”
C

D
Teacher tells pupils to share their work in groups of four.

E
EP
D
QUARTER 3 WEEK 22
WEEK
22
TEACHER’S GUIDE
GRADE 2
PY ENGLISH
O
C
THEME: INTERESTING THINGS ABOUT MY CULTURE

D
READ ALOUD STORY: PIPO, THE CLOWN

E
LEVELED READER: ANIMAL BAND

EP
D

ENGLISH
Theme: Interesting Things About My Culture

Read Aloud Story: Pipo, the Clown (Author: Nati A. Santos; Illustrator: Frances C. Alcaraz)
Leveled Reader: Animal Band (Author: Ani Rosa Almario; Illustrator: Rea Diwata Mendoza)
OL • EN2OL-IIIc-d-1.2 • Sharing information and news
Participate in choral speaking and
• Poem or song
echo reading of short poems,
rhymes, and stories with repeated • Phonological awareness/Alphabet
patterns and refrains in English knowledge games
PA • EN2PA-IIIc-e-6.2 (onsets: c, r, n, b, g, p )
Produce speech sounds
Daily AK • EN2AK-IIIb-1.2
PY
consonant (c, r, n, b, g, p)
A • EN2A-IIIa-e-1
Participate/engage in a read-along of
O
texts (e.g. poetry, repetitive text)
C
OL • EN2OL-IIIa-b-3.3 • Read Aloud Story: Pipo, the Clown

D
Talk about texts identifying major

• Making a poster
points and key themes
E
WC • EN2WC-IIIa-c-1 • Sight words

EP
Participate in generating ideas

through pre-writing activities
D

1
WC • EN2WC-IIIc-1.10 • Read Aloud Story: Pipo, the Clown

2 Show understanding of a story
• Writing about a character
listened to by completing a poster

QUARTER 3 WEEK 22

Daily Routine can be any of the following: Daily Routine can be any of the following:
• Teacher asks questions allowing pupils to • Pupils talk about local traditions and culture
talk about traditions and culture that they know
pupils will learn
PY
Knowledge Games
O
Knowledge Games
a game
C
beginning sounds
D

E
• Teacher asks pupils in groups of five to retell • Pupils retell the story in groups of five
EP
the story
3. Composing Activity: Making a Poster
3. Composing Activity: Making a Poster
• Pupils participate in generating ideas to draw
D
• Teacher models how to make a poster about and describe one of their classmates
a person or character
4. Sight Words
4. Sight Words
• Pupils practice sight words by playing a game
• Teacher introduces a game to practice sight
words (colors) LM p. 277, “We Can Do It”
• Homework: Pupils tell their family members
the color words they know


WC • EN2WC-IIIc-1.13
Show understanding of a story
listened to by writing some words
2 about a character
OL • EN2OL-IIIa-b-3.3
V • EN2V-IIIa-b-13.1 • Leveled Reader: Animal Band

objects, illustrations, demonstration, • Read a Leveled Reader
and context clues
A • EN2A-IIIa-e-1
Participate/engage in a reading of
PY
V • EN2V-IIIc-13.1
Recognize that some words mean
the same (synonyms) O
3
C
E D
EP
D
A • EN2A-IIIa-e-1 • Leveled Reader: Animal Band

• Sight words
• Read a Leveled Reader
4 • Composing: Making a brochure

QUARTER 3 WEEK 22

2. Composing Activity: Making a Poster 2. Composing Activity: Making a Poster
• Teacher assigns composing activity: • Pupils draw and write words to describe a
Making a poster of a clown—two levels clown
3. Concluding the Session: Sharing and Reading 3. Concluding the Session: Sharing and Reading
• Teacher invites pupils to share their posters • Pupils show their works to each other in
and writing in groups of four groups of four and talk about them
2. Leveled Reader: Animal Band 2. Leveled Reader: Animal Band
• Teacher unlocks unfamiliar words and • Pupils review words that are unfamiliar
expressions
• Pupils share experiences related to the story.
• Teacher introduces a game or role play to They talk about the cover of the story, and
PY
practice new vocabulary set a purpose for reading.
• Teacher asks questions to stimulate pupils’ During Reading Activities

interest about the story
O
• Pupils read the story in pairs
After Reading Activities: Group Work
C
• Teacher guides pupils to read the story
• Level 2: Pupils draft their responses to the
After Reading Activities: Group Work story
D
• Level 2: Teacher asks questions to elicit • Level 1: Pupils do a picture walk, identify high
written reactions to the story frequency words, and echo read the Leveled
E
Reader
• Level 1: Teacher does a picture walk, points
EP
out high frequency words, and leads pupils 3. Concluding the Session
through echo reading
• Pupils practice using synonyms by playing a
D
3. Concluding the Session game
• Teacher supplies synonyms
2. Sight Words 2. Sight Words
• Teacher conducts a game to practice sight • Pupils practice sight words by playing a game
words (colors) LM p. 277, “We Can Do It”
3. Group Work
3. Group Work
• Level 1: Pupils draft their responses to the
• Level 1: Teacher asks questions to elicit story
written reactions to the story


Show understanding of a story by
completing a poster
PY
O
WC • EN2WC-IIIc-1.10 • Leveled Reader: Animal Band
Show understanding of a story by
C
• Sight words
completing a poster
G • EN2G-IIIb-1.3 • Read a Leveled Reader
D
Use different kinds of sentences:

declarative (telling) and
E
interrogative (asking)
EP
• EN2G-IIIg-3.1
Identify the action words in
sentences
D

QUARTER 3 WEEK 22

• Level 2: Teacher does a picture walk, points • Level 2: Pupils do a picture walk, identify high
out high frequency words, and leads pupils frequency words, and echo read the Leveled
through echo reading Reader
4. Discussing the Leveled Reader: Animal Band 4. Discussing the Leveled Reader: Animal Band
• Teacher asks questions to identify the • Pupils answer questions about characters,
characters, setting, and event setting, and event
5. Composing Activity: Celebration/Parade 5. Composing Activity: Celebration/Parade

Brochure Brochure
• Teacher models how to make a brochure • Pupils listen to teacher

about a celebration or parade in their
6. Group Work
neighborhood or community and assigns
composing activity • Level 1: Writing activity then A–B pair
reading
6. Group Work
PY
• Level 2: A–B pair reading then writing activity
• Level 1: Writing activity then A–B pair
reading

O
Assessment Focus: Sight Words Assessment Focus: Sight Words
C
LM pp. 272, 278 (“I Can Do It”)
2. Group Work
2. Group Work
D
• Level 1: Reread Leveled Reader:

• Level 1: Reread Leveled Reader: Animal Band
E
Animal Band
• Level 2: Complete writing activity
EP

3. Declarative and Interrogative Sentences
3. Declarative and Interrogative Sentences
• Pupils share their brochures. Pupils ask
• Teacher invites pupils to share their questions to the writers (interrogative
D
brochures. Pupils ask questions to the writers sentences) and writers answer (declarative
(interrogative sentences) and writers answer sentences).
(declarative sentences).
• Pupils share what they have learned about
• Teacher invites pupils to share what they local celebrations and parades
have learned about local celebrations and
5. Independent Reading
parades
• Pupils choose something to read
independently or in pairs
• Teacher invites pupils to choose something to
read independently or in pairs
NOTES
DAY OBJECTIVES
1
• EN2OL-IIIa-b-3.3 Talk about texts identifying major points and key themes
• EN2WC-IIIa-c-I Participate in generating ideas through pre-writing activities
During Week 22, the teacher observes five pupils per day during
NOTE TO TEACHER English period and assesses their Phonological Awareness
During Week 21, the competencies using this table:
teacher observed five pupils
1 2
PY
per day for a total of 50
pupils observed over a Does not use Uses
two-week period. If he or Using appropriate appropriate appropriate
she has 60 pupils, he or she vocabulary, grammar vocabulary or vocabulary
OL
O
can observe six a day. It is structures to express structures, and structures
not wise to observe more himself or herself speaks in
C
than six a day. incomplete
sentences
D
2 ROUTINE
E
EP
Teacher asks: What is the English word for when people march down the
BRIDGING street with musical instruments? A parade.
D
When pupils are sharing • Teacher continues to ask questions about the weekly theme on
information, let them use Things About My Culture, to bring out vocabulary words:
words or expressions in band, clown, march, dance, sing, etc.
Mother Tongue or Filipino
or let them show you with • Teacher explains that sometimes when there is a celebration
gestures and movements if there are posters to announce the events. Teacher asks pupils to
that is easier, then model describe what a poster looks like and lets pupils talk about this
how to say the words in in pairs. Then, he or she picks 1–2 names from the box or bowl.
English. These pupils will share in front of the class.

Teacher and pupils recite the first part of the poem. Then he or
she introduces the second part of the poem, “A Merry Parade”
that pupils can learn. He or she explains a few words such as: pig,
bat, cap, nap, pup, crazy, curly, nutty, noisy. Pupils recite and do
movements as a class.
QUARTER 3 WEEK 22
NOTES
“A Merry Parade” NOTE TO TEACHER
Today is sunny Teacher should have the

Mom and Dad, hurry! poem written on manila
Let’s run down paper.
To see the clowns.
Clown one has a mop

Clown two sits on top.
Clown three is tiny
Clown four is curly.
Clown five is fat
Clown six has a hat.
Clown seven is silly
Clown eight is funny.
Clown nine looks sad
Clown ten looks mad!
PY
Today is sunny
Mom and Dad, hurry!
Hip! Hop! I am happy!
O
C
Clown eleven is very big
Clown twelve has a pig.
Clown thirteen has a bat
D
Clown fourteen has a cat.

Clown fifteen has a cap
E
Clown sixteen takes a nap.

EP
Clown seventeen gets a cup

Clown eighteen pulls a pup.
Clown nineteen is crazy
Clown is curly.
D
Today is sunny
Mom and Dad, hurry!
Nutty, noisy so many
3
RETELLING OF READ ALOUD STORY:
PIPO, THE CLOWN
Teacher asks pupils to get in groups of five and decide who in the
group will play the role of Pipo. In their groups, pupils retell the
Read Aloud story, Pipo, the Clown. Teacher goes around and observes
the pupils.
NOTES
4 COMPOSING ACTIVITY: MAKING A POSTER
• Teacher tells pupils they will make a poster together. They will
NOTE TO TEACHER make a poster of one of the pupils. He or she asks for a volunteer
Teacher should have a and the pupil comes to the front of the class.
large piece of paper and • Teacher asks questions to help the class describe the pupil: Is he or
felt markers. she short or tall? How is his or her hair? What clothes is he or she wearing?
As the pupils give their answers, the teacher draws the pupil on the
paper and writes his or her name above.
• Teacher asks pupils for words to describe the pupil and writes
their answers on the board. Example: friendly, caring, nice, loud,
quiet, funny, smart, excited, shy, etc.
• Teacher writes three words on the paper to describe the pupil.
PY
O
C
E D
EP
5 BLACK, PINK, PURPLE, BROWN, WHITE

D
NOTE TO TEACHER • Teacher reviews the colors blue, yellow, green, red, and orange
with the pupils. Then he or she points to something that is black
Teacher should have flash and asks pupils to repeat the word. Teacher asks pupils to point to
cards ready. something black. Teacher repeats with pink, purple, brown, and
white.
• Learner’s Material, p. 277, “We Can Do It.”: The class will play
“Touch the Color” with all the colors. After saying “Touch the
color,” the teacher will flash a word indicating the color that the
pupils are going to touch.
Teacher tells pupils to show their family members that they know the
English words for the colors black, pink, purple, brown, and white.
QUARTER 3 WEEK 22
NOTES
OBJECTIVES DAY
2
• EN2WC-IIIc-1.10 Show understanding of a story listened to by completing
a poster
• EN2WC-IIIc-1.13 Show understanding of a story listened to by writing some
words about a character
1 ROUTINE
PY
Teacher shows the pupils several pages of the Read Aloud story,
Pipo, the Clown. He or she lets pupils talk in pairs to answer the
question: Which one is your favorite clown? Why? He or she gives them BRIDGING
a sentence frame to complete. I like the ______ clown, because
O
_____. Then, he or she picks 1–2 names from the box or bowl. The target consonants
for Week 21 are: “c,” “r,”
C
These pupils will share in front of the class.
“b,” “g,” “p.” Ask pupils
to notice which ones have
D
the same sound in Mother

Pupils recite and do movements as a class. Tongue or Filipino and
E
which ones are different.

EP
c. Speech Sounds
Teacher asks pairs to discuss what other words begin with the
sound /r/ like the word run. He or she asks a few pairs to
D
/c/ like the word cap /g/ like the word gets
/b/ like the word big /p/ like the word pig
2 COMPOSING ACTIVITY: MAKING A POSTER
• Teacher brings out the poster of the pupil from Day 1. He or she
tells pupils they will make their own poster, but this time they
will draw a clown. They can make a poster of Pipo or any of the
clowns they like in the book. Pupil may have to make up a name
for their clown. Each pupil makes his or her own poster.
Teacher asks questions to help pupils describe their

clown: Is it a boy clown or a girl clown? Is he or she short or tall? Is
he or she thin or fat? How is his or her hair? What clothes is he or she
wearing?
NOTES
NOTE TO TEACHER
• Teacher asks pupils for words to describe their clowns and writes
their answers on the board. Example: tiny, big, frizzy, curly, crazy,
Teacher should have paper happy, fat, thin, tall, short, big nose, sad, etc.
ready for each pupil.
• Differentiated Instruction: Teacher assigns two levels of tasks:
Level 1: Choose and copy three words to describe your clown.

If you are looking for a different word, ask a partner or ask the
teacher.
Level 2: Choose three words to describe your clown and write

them in a sentence or several sentences.
DAY
PY
OBJECTIVES
O
3
C
• EN2AK-IIIb-1.2 Give the beginning sound of each consonant
(b, c, r, n,g, p)
• EN2PWR-IIIa-e-1 Participate/engage in a reading texts
D

E

EP
• EN2V-IIIc-13.1 Recognize that some words mean the same (synonyms)
1
D
ROUTINE
Teacher asks pupils about the music in a parade. He or she asks
them what are some musical instruments we may see and hear in
a parade. He or she lets pupils talk in pairs. Then, he or she picks
BRIDGING 1–2 names from the box or bowl. These pupils will share in front
When pupils name musical of the class.
instruments in Mother
Tongue or Filipino, teacher b. Poem: “A Merry Parade”
models how to say the
QUARTER 3 WEEK 22
• Teacher asks pairs to find out which two words begin with the
sound /c/ and say what letter makes that sound.
• The teacher says: clown, pig, cup…clown, pig, cup. He or she

asks a few pairs to share their answer. Then, he or she continues
the game with the following sounds and words:
The sound /r/ run, cat, rag The sound /n/ nap, curly, noisy
The sound /b/ cap, big, bat The sound /g/ goat, guitar, nutty
The sound /p/ pig, happy, parade

PIPO, THE CLOWN
Teacher shows the pictures of the Read Aloud story,

Pipo, the Clown one by one and calls on pupils to say what
PY
happened. As they retell the story, the pupils act out the actions.
Example: march, sing, dance, etc.
3 LEVELED READER: ANIMAL BAND

O
C
a. Making Predictions
D
• Teacher distributes the Leveled Reader, Animal Band and asks

pupils to look at the cover. Teacher asks pupils to describe what
E
BRIDGING
they see in the picture. He or she picks a few pairs to answer the
EP
questions. When explaining new

vocabulary, teachers should
• Teacher asks pupils to read the title. Then, he or she asks pupils to use pictures as much as
discuss in pairs what they think the story will be about. He or she possible for new vocabulary
D
picks a few pairs to answer the questions. in English. Do not translate.

Use hand gestures and
b. Unlocking Some Words and Expressions movements as much as
possible.
(1) play
Teacher asks pupils what the word play means. He or she explains
that in English we use the word play when we talk about music.
The people who make music play a musical instrument.
(2) drums NOTE TO TEACHER

Teacher makes the hand gesture of someone playing the drums Teacher must have cards
and shows the pupils the picture of the drums on page 1 of ready.
Animal Band and explains to the pupils that the instrument is called
a drum. He or she asks pupils to repeat the word drum and mime
playing the drums.
NOTES (3) violin
NOTE TO TEACHER
Teacher makes the hand gesture of someone playing the violin
Take this opportunity to and explains to the pupils that the instrument is called a violin.
work with struggling pupils Teacher shows the pupils the picture of the violin on page 3 of
in the class, assess their Animal Band. He or she asks pupils to repeat the word violin and
progress, and take note of mime playing the violin.
observations. For pupils
Teacher continues miming and asking pupils to mime and repeat
having difficulties in reading
the words: guitar, piano, flute, maracas, trumpet.
some words, guide pupils by
letting them do either of the (4) pig, carabao, monkey, goat
following or a combination
of the following until the Teacher shows cards with drawings/photos of animals and lets the
pupil is able to read the pupils repeat the words.
word:
(1) Check the picture for c. Practicing Using New Words in Games Drums, Violin,
clues Guitar, Piano, Flute, Maracas, Trumpet
(2) Sound the letters of the
Teacher explains that he or she will say a musical instrument and
PY
word and try to blend the
letters and read the word the pupils will mime playing that instrument.
(3) Check if the word said is
appropriate for the text d. Setting the Scene
O
For example: If the original Teacher says: Would you like to play an instrument? Which one?
C
sentence is: “The dove
flew.” And the pupil may
DURING READING
say: “The dog flew.” Teacher
D
asks the pupil if it makes • Teacher asks what the title of the story is and confirms that
sense that dogs fly. Then the title is Animal Band. Teacher asks who the author is and
E
he or she lets the pupil try confirms that the author is Ani Rosa Almario. Teacher asks who
again. the illustrator is and confirms that the illustrator is Rea Diwata
EP
Mendoza.
• Teacher asks pupils to read the story in pairs. Teacher goes around
D
and listens in as they read.
AFTER READING: GROUP WORK
• (Level 1): Teacher asks pupils to look at the text in pairs and open
Animal Band pages 1 and 2. The teacher asks the pupils to identify
the words that are the same on each page. For example, how many
times do they see the word the on pages 1 and 2? Pupils should
write the words in their notebooks and continue doing the same
for pages 3–4, 5–6, and 7–8. They do this while he or she works
with Level 2 group.
• (Level 2): Teacher asks pupils questions about the story they read.
What is the story about? What animals are in the story? What musical
instruments do they play? Which one was the funniest? Why do you think so?
Teacher lets pupils talk in pairs. Teacher asks them to complete a
sentence frame: In the story, I think the ____ was the funniest
because _________. If they have time they can draw their animal.
QUARTER 3 WEEK 22
• (Level 1): While Level 2 pupils are working on their writing NOTES
activity, teacher writes the word play on the board. For each word,
the teacher asks pupils about beginning letters and sounds and end
letters and sounds, and together they decode the word play.
• Teacher points out to pupils that on each page the sentence is the
almost the same: The ____ plays the ____.
• The teacher leads Level 1 pupils through each page of the

book, asking to describe the picture: What is the animal? What
is the instrument? Then he or she asks them to read the page to
themselves. Then he or she reads it and lets them follow with their
finger.
• When they have finished the story, the teacher reads the book
page by page and lets the pupils echo read each page.
4 CONCLUDING THE SESSION: WORDS THAT

MEAN THE SAME THING (SYNONYMS)
PY
Teacher says: There are several words that can be used to say the
same thing. Let’s say I wanted another word to say that the pig is big,
O
what other word could I use? (fat, huge, tall).
C
writes two columns on the board to keep score. Then he or she
says a word, and teams have to say a word that means the same
D
thing.
• Teacher says the following twice: big. (He or she asks Team A to
E
discuss and answer. If Team A answers correctly, they get a point,

EP
if they answer incorrectly the point goes to Team B. Then, he or

she asks Team B to do the same with: small [short, tiny, teeny,
thin]).
D

Team B with the following:
crazy (mad, nutty) smile (laugh, grin)

noisy (loud) cap (hat)
quiet (still, calm, shy) nice (kind, caring)
NOTES
DAY OBJECTIVES
4
• EN2A-IIIa-e-1 Participate/engage in a reading of texts
• EN2WC-IIIc-1.10 Show understanding of a story by completing a poster
1 ROUTINE
Teacher shows pupils page 8 of the Leveled Reader, Animal Band.
BRIDGING Teacher lets pupils talk in pairs. Can you think of another animal
that is not in the parade? Which one would you like to see in the parade?
When pupils are sharing Playing what instrument? He or she gives them a sentence frame to
PY
information, let them use complete. I want to see a ____ playing a _____. Then, he or she
words or expressions in picks 1–2 names from the box or bowl. These pupils will share in
Mother Tongue or Filipino front of the class.
O
b. Poem: A “Merry Parade”
C
how to say the words in Pupils recite and do movements as a class.
English.
D
c. Letter Sounds
• Teacher points to the word big in the poem and asks pairs to
E
produce the beginning sound and identify the letter that makes
EP
that sound.
• Then, he or she asks the pairs to find all the words in the poem
that begin with the letter “b.” He or she asks a few pairs to share
D
their answer.

“c,” “n,” “g,” “p,” “b,” and “r.”
SIGHT WORDS: BLUE, YELLOW, GREEN, RED,

2 ORANGE, BLACK, PINK, PURPLE, BROWN AND
WHITE
Teacher asks pupils about the music in a parade. He or she asks them
what are some musical instruments we may see and hear in a parade.
He or she lets pupils talk in pairs. Then, he or she picks 1–2 names
from the box or bowl. These pupils will share in front of the class.
QUARTER 3 WEEK 22
NOTES
3 GROUP WORK WITH LEVELED READER:

ANIMAL BAND
• (Level 2): Teacher tells pupils to bring out their sentence and
drawing from Day 3. They can trade and read each other’s writing
in groups of four. They will do this while he or she works with
Level 1 group.
• (Level 1): Teacher reviews the Leveled Reader, Animal Band with
pupils and asks pupils questions about the text. What is the story
about? What animals are in the story? What musical instruments do they
play? Which one was the funniest? Why do you think so? Teacher lets
pupils talk in pairs. Teacher asks them to complete a sentence
frame: The ____ is the funniest animal in the story. If they
have time, they can draw their animal. He or she tells the pupils
that when they are finished, they can trade and read each other’s
writing in groups of four.
PY
• (Level 2): While Level 1 pupils are working on their writing
activity, teacher asks pairs to read the story silently. Teacher asks
pupils what they notice about the sentences on each page. Are
O
they almost the same or very different? Which sentence is different
from all the others?
C
• The teacher leads Level 1 pupils through each page of the
book, asking to describe the picture. What is the animal? What
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is the instrument? Then he or she asks them to read the page to

themselves. Then he or she reads it and lets them follow with their
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finger. When they have finished the story, the teacher reads the
book page by page and lets the pupils echo read each page.
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4 DISCUSSING THE LEVELED READER:

ANIMAL BAND
D
Teacher asks pupils to identify the characters in the story (dog, cat,
pig, carabao, bird, monkey, goat). Although it is not in the story,
can they guess where this takes place? Can they guess when it takes
place? What kind of celebration or event could it be? Teacher lets
pupils talk in pairs. Then, he or she picks pairs to answer.
5 COMPOSING ACTIVITY: A CELEBRATION /

PARADE BROCHURE
a. Pre-Writing Activity
• Teacher shows pictures from Pipo, the Clown and the Animal Band
pointing out the features of a parade.
• Teacher discusses with pupils the fun things about having a parade
in their community.
NOTES b. Mini-lesson: Information Brochure
b
Cc D
d • Before class, teacher prepares a simple three-section information
Aa B
brochure with photos/illustrations and words/sentences on

h
Gg H
f
Ee F
manila paper/cartolina.
MATERIALS
Teacher says: This is an information brochure. A brochure contains
Sample of information
information on important things. Let’s look at what I have made as an
leaflet magnified (on manila
example.
paper or cartolina)
• Teacher shows the brochure and its parts. Show it when it is
folded and spread out and the content written on each fold.
Last page of Middle page of First page of

NOTE TO TEACHER brochure brochure brochure
Sample brochure from Text and picture Text and picture Text and picture
Grade 1, Quarter 1 is
included at the end of Teacher asks: About what kind of celebration or parade could we do a
Day 5. brochure?
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• He or she writes their ideas on the board.
6 GROUP WORK
O
C
Teacher puts pupils in pairs. (Level 1 pupils with Level 1 pupils/
Level 2 pupils with Level 2 pupils.)
D
Level 1: Pupils begin making their brochure. They draft it in light

pencil to plan it well. Teacher goes around and assists.
E
Level 2: Pupils read the Leveled Reader in pairs to increase their

EP
fluency.
–– They read it faster and faster: one reads while the other counts
or watches the clock and they try to read it faster each time they
D
try.
–– They read it backwards: (Example: drums the plays dog The.)
–– They read words randomly: one points to words at random and

the other reads them as fast as possible.
QUARTER 3 WEEK 22
NOTES
OBJECTIVES DAY
5
• EN2A-IIIa-e-1 Participate/engage in reading texts (e.g. poetry, repetitive text)
• EN2WC-IIIc-1.10 Show understanding of a story listened to by completing
a poster
• EN2G-IIIb-1.3 Use different kinds of sentences: declarative and interrogative
• EN2G-IIIg-3.1 Identify the action words in sentences
1 ROUTINE
a. Assessment
Teacher asks pupils to complete the section, “I Can Do It” in the
Learner’s Material, pages 272 and 278. Teacher collects and corrects
PY
their work.
b. Sharing Information
O
Teacher lets pupils talk in pairs about their favorite color and why
they like this color. Then, he or she picks 1–2 names from the box
C
or bowl. These pupils will share in front of the class.
D
c. Poem: “A Merry Parade”

E
EP
2 GROUP WORK
(CONTINUATION OF DAY 4 GROUP WORK)
D

Level 2: Pupils begin making their brochure. They draft it in light

pencil to plan it well. Teacher goes around and assists.

fluency.
try.

NOTES
3 DECLARATIVE AND INTERROGATIVE

SENTENCES
• Teacher tells pupils that in English, the sentences are almost the
same as in Mother Tongue. Some sentences are declarative (tell us
BRIDGING something) and some are interrogative (questions). For example,
he or she gives examples of declarative sentence such as: “The dog
Grammar elements are
plays the drums” and interrogative sentence such as “Who plays
the drums?”
language to another. Ask
pupils what they know from • Teacher asks pupils to give examples of declarative sentences.
Mother Tongue or Filipino Then he or she asks pupils to give examples of interrogative
and build on those concepts. sentences.
• Teacher asks pupils to share their brochures. He or she tells them

to present their brochures using declarative sentences. He or she
also tells the pupils listening to ask questions using interrogative
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sentences.
NOTE TO TEACHER
Activities 3 and 4 are

O
good opportunities to Teacher invites pupils to share what they have learned in English
observe the five pupils you
C
about local celebrations and parades.
are assessing on this day.
5
D
INDEPENDENT READING
E
Pupils choose something to read independently or in pairs.

EP
D
QUARTER 3 WEEK 23
WEEK
23
TEACHER’S GUIDE
GRADE 2
PY ENGLISH
O
C
D
THEME: INTERESTING PLACES IN MY COMMUNITY

E
READ ALOUD STORY: TITOY’S MAGIC CHAIR

EP
D

ENGLISH
Theme: Interesting Places in My Community

Read Aloud Story: Titoy’s Magic Chair (Author: Russel Molina; Illustrator: Marcus Nada)
A • EN2A-IIIa-e-1 • Sharing information and news
• Poem or song
PA • EN2PA-IIIc-e-6.2 • Phonological awareness/Alphabet
Produce speech sounds knowledge games
AK • EN2AK-IIIc-1.2
Daily
consonant (d, j, w, v, z, y)
AK • EN2AK-IIIa-c-1.2
PY
Name the pictures that begin its
name with a particular consonant O
C
V • EN2V-IIIa-b-13.1 • Read Aloud Story:

D
Give the meaning of words used Titoy’s Magic Chair

E

and context clues
EP
D

QUARTER 3 WEEK 23

a. Sharing information or news a. Sharing information or news
• Teacher asks questions allowing pupils to • Pupils talk about places in their community
talk about places in their community
b. Poem or Song
b. Poem or Song
• Pupils recite a poem or sing a song
• Teacher introduces a poem or song that
pupils will learn
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Knowledge Games
a game
Knowledge Games
O
C
beginning sounds
D
2. Read Aloud Story: Titoy’s Magic Chair 2. Read Aloud Story: Titoy’s Magic Chair
E

EP
• Teacher models using new vocabulary and • Pupils talk about words, phrases, or
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structures expressions that are unfamiliar
• Teacher gives homework • Homework: Pupils talk about the new words
they know with family members


V • EN2V-IIIa-b-13.1 • Read Aloud Story:
Give the meaning of words used Titoy’s Magic Chair
• Make predictions
and context clues • Key themes
Discuss the illustrations on the
cover and predict what the story
may be about
2 Talk about texts identifying major
PY
O
LC • EN2LC-IIIi-j-2.6 • Read Aloud Story:
C
Retell/reenact events from the story Titoy’s Magic Chair
• Made-up vs. Real
D

points and key themes • Sequence of events
E
LC • EN2LC-IIIf-g-3.15
Recognize the difference between
EP
made-up and real in texts listened

to
• EN2LC-Ia-j-1.1
D
3 Listen to a variety of media

including books, audiotapes,
videos, and other age-appropriate
publications; give the correct
sequence of three events

QUARTER 3 WEEK 23

2. Read Aloud Story: Titoy’s Magic Chair 2. Read Aloud Story: Titoy’s Magic Chair
• Teacher asks questions to elicit predictions • Pupils share experiences related to the story.
They talk about the cover of the story, and
• Teacher unlocks unfamiliar words and
make predictions.
expressions
• Pupils review words, phrases, or expressions
that are unfamiliar
• Teacher reads the story to the pupils
• Pupils listen attentively to the story read
• Teacher asks questions about the story
PY

O
listened to with their family members
C
Titoy’s Magic Chair Titoy’s Magic Chair
D
E

EP
Titoy’s Magic Chair Titoy’s Magic Chair
D
• Teacher asks pupils the common terms in • Pupils answer questions about common
English relating to parts of a book and asks terms in English relating to parts of a book
them to identify the title, author, illustrator, and they identify the title, author, illustrator,
and tell what they do and tell what they do
comprehension
• Pupils identify what is made up and what is
real

G • EN2G-IIIc-1.6 • Verbs
Recognize punctuation marks
• Punctuation marks
(period, question mark)
PY
4
O
C
LC • EN2LC-Ia-j-1.1 • Read Aloud Story:

D
Listen to a variety of media Titoy’s Magic Chair

E
• Composing Activity:
videos and other age-appropriate
Reading response
EP
publications and identify cause and/

or effect of events
5 WC • EN2WC-IIIc-1.12
D
Show understanding of a story

listened to by drawing and writing
some words on a birthday card

QUARTER 3 WEEK 23

• Teacher asks questions about the places they After Reading Activities
go: Are they made up or real?
• Pupils put events in the correct sequence
• Teacher asks questions about the sequence
• Homework: Pupils retell the story they
of events in the story

• Teacher conducts a game with action words • Pupils play a game with action words
3. Punctuation 3. Punctuation
• Teacher gives activity to distinguish telling • Pupils identify telling sentences from asking
PY
sentences from asking sentences and write sentences and write the correct punctuation
the correct punctuation mark O mark
• Teacher gives homework • Homework: Pupils get to know the

C
interesting places in their neighborhood or
town. They can ask parents or neighbors.
D
Assessment Focus: PA and G Assessment Focus: PA and G

E
2. Cause and Effect: Teacher gives activity 2. Cause and Effect: Pupils complete activity
about cause and effect
EP
3. Composing Activity: A Card for Titoy

3. Composing Activity: Reading Response
• Teacher models composing activity
• Pupils draw and write a birthday card for
D

Titoy
• Teacher invites pupils to share their drawing
and writing in groups of four
groups of four and talk about them
NOTES
DAY OBJECTIVES
1
NOTE TO TEACHER
During Week 23, the During Week 23, the teacher observes five pupils per day during
teacher will observe another English period and assesses their Grammar Awareness competencies
five pupils per day for a total using this table:
of 50 pupils observed over
a two-week period. If he or 1 2
she has 60 pupils, he or she Cannot Is able to
PY
Identifying and
can observe six a day. It is identify or identify and
GA producing parts of
not wise to observe more produce parts produce parts
speech
than six a day. of speech of speech
O
studied studied
C
BRIDGING
2 ROUTINE
D
When pupils are sharing a. Sharing Information

E
information, let them use • Teacher explains that the weekly theme will be Interesting Places
words or expressions in in Our Community. In English, we will study words for new places.
EP

or let them show you with • Teacher lets pupils talk about this in pairs: Is there a place in the
gestures and movements if neighborhood or town that you think is interesting? Describe it to your partner.
D
that is easier, then model Then, he or she picks 1–2 names from the box or bowl. These
how to say the words in pupils will share in front of the class.
English.
b. Poem: “Come Play”
NOTE TO TEACHER • Teacher introduces the poem, “Come Play.” He or she explains a
Teacher should have poem few words such as: alike, plaza, river, view, pond, soggy, frog,
written on a chart. net.
• Pupils recite and do movements as a class.
QUARTER 3 WEEK 23
NOTES
"Come Play"
Some places are big,

And some are just okay.
But they’re all so much fun,
When a friend comes to play.
Come play at the plaza,

It is green and wide.
We can play with Zara,
And try the slide.
Come play at the river,

You will like the view.
We can jump in the water,
It’s very cold and blue.
Come play at the park,
PY
With a pond soggy and wet.
We will catch frogs,
Let’s bring a net!
O
Come play at the market,
C
Yes, let’s buy and eat.
Some yellow, ripe bananas
And something sweet.
D
Come play at my house,

E
With my pet white mouse.

EP
And a red, tall tree,

You can climb with me.
Some places are big,

D
And some are just okay.

But they’re all so much fun,
When a friend comes to play.
c. Sight Words: Blue, Yellow, Green, Red, Orange, Black,

Pink, Purple, Brown and White
• The class will play “Touch the Color” with all the colors. After
saying “Touch the color,” the teacher will flash a word indicating
the color that the pupils are going to touch.
NOTES
3 READ ALOUD STORY: TITOY’S MAGIC CHAIR
BRIDGING a. Unlocking Some Words and Expressions

When explaining new Teachers should have pictures of as many of the words as possible.
Use hand gestures and (1) palace
movements as much as Teacher says: Kings, queens, princes, and princesses live in palaces. It
possible. is like a castle. (Show picture.) Have you ever read a story where the
characters lived in a palace? What was the palace like?
(2) mansion
Teacher says: A mansion is a big fancy house. (Show picture.)

You can see them in the bigger cities. Have you ever seen one? Where?
PY
(3) cave
Teacher says: There are places that are like big holes under the ground
where you can walk. (Show picture.) A long long time ago, before there
O
were houses, people used to stay or live in these holes. We call them caves.
Some animals live in caves.
C
(4) rice field
Teacher says: Where do people grow rice? We call that a rice field.
D
BRIDGING (5) “Get out of the way!”

E
Teacher explains that this is an expression that people use to

Some words are easy warn people to be careful or they will be hit by someone or
EP
to explain by showing something.

the picture in the book.
Example: turkey, wheel, tire, (6) to kid
Teacher explains that when you kid someone, you are teasing or
D
cricket, frog
making him or her believe something that is not true. It is not
lying, it is more like telling a joke and laughing about it.
(7) to be embarrassed
Teacher asks pupils if they ever felt uncomfortable or ashamed
because someone was making fun of them, or they forgot
something. In English we say: embarrassed. Example, “I was
embarrassed because I forgot my homework. I was embarrassed
because I did not know what to do.”
b. Action Words
Teacher explains that he or she will say an action word and mime
the action. All pupils repeat the word and mime the action. Then
he or she asks some pupils to make a sentence with the action
word. Example: catch, chase, laugh, run, ride, shout, fly, chuckle,
refuse, walk, join
QUARTER 3 WEEK 23
NOTES
Teacher invites pupils to share what they have learned in English

about local celebrations and parades.
OBJECTIVES DAY
2
• EN2BPK-IIIa-1 Discuss the illustrations on the cover and predict what the
PY
story may be about
O
1 ROUTINE
C
Teacher lets pupils talk in pairs. Who do you like to play with? What do
D
you do or play with your friend? He or she gives them a sentence frame
to complete. My friend and I, __________. Then, he or she picks
E
1–2 names from the box or bowl. These pupils will share in front
EP
of the class.

D
c. Speech Sounds
• Teacher asks pairs to discuss what other words begin with the BRIDGING
sound /d/ like the word down. He or she asks a few pairs to The target consonants for
share their answer. Then, he or she continues the game with the Week 23 are: “d,” “j,” “w,”
following sounds and words: “v,” “z,” “y.”
/j/ like the word jump /z/ like the word Zara Ask pupils to notice which
/w/ like the word water /y/ like the word yoyo ones have the same sound
/v/ like the word vase in Mother Tongue or
Filipino and which ones are
different.
NOTES
BRIDGING • Teacher shows the cover of the Read Aloud story, Titoy’s
Teacher should write the Magic Chair and asks a pupil to read the title. He or she asks
name of the book in Filipino another pupil to read the author’s name and another to read the
on the board, Ang Madyik illustrator’s name. He or she then asks pupils to describe what they
Silya ni Titoy as well as Titoy’s see on the cover. Then, he or she asks: Who is on the cover? What do
Magic Chair. Draw attention you think they are doing? What do you think will happen in this story?
to “ni Titoy” in Filipino • Teacher opens the Read Aloud story, Titoy’s Magic Chair to pages
and tell pupils that the “ni” 2 and 3 and asks pupils to describe what they see. Then, he or she
shows that the chair belongs asks: Where is this?
to Titoy. In English, we
show that Titoy owns the • Teacher confirms it is at the plaza. Then, he or she asks pupils to
PY
chair with the “ ’s.” discuss in pairs: Have you been to a plaza? What did you do there? He or
she asks a few pairs to share.
Teacher asks pupils to look at pages 2 and 3 again and asks:

O
What do you think they are doing? What do you think will happen in this
story?
C
b. Unlocking Some Words and Expressions

D
Teacher tells pupils they are going to read a book about this boy
named Titoy. But first, they will mime a few actions that are in the
E
story. He or she says action words and pupils mime the actions
EP
and repeat the action words. He or she helps pupils with the
movements.
Example: catch, chase, laugh, run, ride, shout, fly, chuckle, refuse,
D
avoid, join
DURING READING
Teacher reads the story, Titoy’s Magic Chair to the pupils.
AFTER READING
Who are the main characters in the story?
What do Titoy and his friend do with the magic chair?
Where do Titoy and his friend go? Can you name all the places?
Why do you think the other children don’t want to play with Titoy?
Do you think the child telling the story is a good friend? Why?
QUARTER 3 WEEK 23
NOTES
Teacher tells pupils to share with their family members the Read
Aloud story, Titoy’s Magic Chair.
OBJECTIVES DAY
• EN2AK-IIIc-1.2 Give the beginning sound of each consonant (d, j, w, v, z, y)
3
• EN2LC-IIIi-j-2.6 Retell/reenact events from the story
• EN2LC-IIIf-g-3.15 Recognize the difference between made-up and real
in texts listened to
PY
• EN2LC-Ia-j-1.1 Listen to a variety of media including books, audiotapes,
videos, and other age-appropriate publications and give the correct sequence
of three events
O
1
C
ROUTINE
D
Teacher lets pupils talk in pairs. What is your favorite part of the story,
E
Titoy’s Magic Chair? Why? He or she gives them a sentence frame BRIDGING
to complete. My favorite part of the story is __________, because
EP
__________. Then, he or she picks 1–2 names from the box or When pupils are sharing
bowl. These pupils will share in front of the class. information, let them use
words or expressions in
D

b. Poem: “Come Play” or let them show you with
Pupils recite and do movements as a class. gestures and movements,
then model how to say the
words in English.
c. Speech Sounds
Teacher asks pairs to find out which two words begin with the
sound /d/ and say what letter makes that sound. The teacher says:
down, doll, wet…down, doll, wet. He or she asks a few pairs to
The sound /j/ jar, frog, jump, jar, frog, jump

The sound /v/ visit, play, very…visit, play, very
The sound /w/ concert, water, wet...concert, water, wet
The sound /z/ zoo, Zara, chase...zoo, Zara, chase
The sound /y/ yellow, green, yes...yellow, green, yes
NOTES

TITOY’S MAGIC CHAIR
Teacher shows the pictures of the Read Aloud story, Titoy’s Magic
Chair one by one and calls on pupils to tell what happened. As they
retell the story, the pupils act out the actions. Example: catch, run,
fly, etc.
pairs the following questions. He or she picks a few pairs to answer
the questions.
PY
What do you call the words like Titoy’s Magic Chair on the cover ?
What is the English word for the person that writes the book?
O
Who is the author?
What is the English name for the person that makes the illustrations?
C
Who is the illustrator?
D
DURING READING

E
points to ask questions and to asks pupils to repeat some parts:

EP
The noises the car, airplane and train make, the expression “get out of the
way!"
• Teacher pauses and asks questions about which elements of the

D
story are real and which ones are made up:
Pages 2–3: Is the plaza a real place? Did the two friends go there?
Pages 8–9: Is the chair magical or are the two friends just imagining?
Does the chair really become a car? A plane? A train?
Pages 10–11: Do they really go to the moon?
Pages 12–13: Is the river a real place? Did the two friends go there?
Was there really a palace there? Did the frogs give a rock and roll concert
for real or was that in their imagination?
Pages 14–15: Can fish talk?
Pages 16–17: What about caves and mansion in the jungle? Do you think
the two friends went there for real?
Pages 18–21: Do you think it is real that the other children don’t want
to play with Titoy? Why do they not want to play with him?
QUARTER 3 WEEK 23
AFTER READING NOTES
• Teacher lets pupils talk in pairs. Remember when we read the story,
Pipo, the Clown, we talked about the word different. Who can tell me what
different means? How is Titoy different from the other children? He or she
gives them a sentence frame to complete.
Titoy is different because ____.
• He or she picks a few pairs to answer the questions.
• Then, he or she says, I will say three parts of the story and you put them
back in the correct order. The teacher says:
a. Titoy and I travel to many places in the magical chair.
b. One of these days the other children will see that Titoy is a good friend.
c. Titoy picks me up at Nanay’s house.
PY
• Teacher lets the pupils discuss, then he or she picks a few pairs to
put the events back in the correct sequence.
• Teacher assigns the exercise, “We Can Do It” in the Learner’s

Material, p. 270.
O
C
D
Teacher tells pupils to retell the Read Aloud story, Titoy’s Magic Chair
in the correct sequence to their family members.
E
EP
D
OBJECTIVES DAY
4
• EN2AK-IIIa-c-1.2 Name the pictures that begin its name with a particular
consonant
• EN2G-IIIc-1.6 Recognize punctuation marks
(period, question mark)
1 ROUTINE
Teacher shows pupils page 23 of the Read Aloud story, Titoy’s
Magic Chair. Teacher lets pupils talk in pairs. Would you like to have
NOTES Titoy as a friend? Why? He or she gives them a sentence frame to

complete. Titoy would make a good friend because ________.
Then, he or she picks 1–2 names from the box or bowl. These
pupils will share in front of the class.

c. Letter Sounds
• Teacher points to the word down in the poem and asks pairs to
NOTE TO TEACHER produce the beginning sound and identify the letter that makes
Teacher must have cards that sound.
with picture of words that • Then, he or she asks the pairs to find all the words in the poem
begin with the consonants: that begin with the letter “d.” He or she asks a few pairs to share
“d,” “j,” “w,” “v,” “z,” “y.” their answer.
PY
“j,” “w,” “v,” “z,” “y.”
• Teacher shows cards with pictures and pupils say the word and the
O
beginning consonant.
C
BRIDGING
2 IDENTIFY ACTION WORDS (VERBS)
D
Teacher distributes to each pupil a piece of paper with an action

The target consonants for
word written on it. The pupils mime the action and find the other
E
week 23 are: “d,” “j,” “w,”

three pupils in the room that have the same word.
“v,” “z,” “y.”
EP
Ask pupils to notice

which ones have the 3 RECOGNIZE QUESTION MARKS AND PERIODS
D
same sound in Mother

Tongue or Filipino and a. Identifying Telling from Asking Sentences
which ones are different. • Teacher asks pupils what they remember from last week about
telling and asking sentences. He or she also asks pupils what they
know in Mother Tongue and Filipino about telling and asking
sentences. Teacher confirms that it is similar in English.
A telling sentence tells about something. It starts

with a capital letter and ends with a period (.).
NOTE TO TEACHER An asking sentence asks something. It needs
answers. It usually starts with a Wh- question and
Teacher must have action
ends with a question mark (?).
words written on pieces of
paper. For each word, there • Teacher tells pupils that he or she will read sentences. He or she
are four pieces of paper. tells them to put a period (.) after the number if it is a telling
sentence. The teacher adds: Put a question mark (?) if it is an asking
sentence. Do this in your notebook.
QUARTER 3 WEEK 23
(1) Who has a magical chair NOTES
(2) Titoy does not have legs
(3) I play with Titoy
(4) Where does Titoy go BRIDGING
(5) Do the children play with Titoy Grammar elements are

(6) We are off to a new place again
language to another. Ask
(7) When does Titoy come to your house pupils what they know from
and build on those concepts.
• Pupils and teacher review the correct punctuation together.
b. Playing a Game with Periods and Question Marks

writes two columns on the board to keep score.
PY
• Then she says she will say a sentence, and teams have to identify
if it ends with a period or a question mark. O
Teacher says the following twice: Titoy has a magical chair.
(He or she asks Team A to discuss and answer if it ends with
C
a period or a question mark. If Team A answers correctly,
they get a point, if they answer incorrectly the point goes to
Team B. Then, he or she asks Team B to do the same with: Where
D
is the Kingdom of Tilapia?)

E

EP
What game do the children play? Titoy and I fly to the moon.
Nanay does not know. Is Titoy a good friend?
Where are the frogs? When do we go home?
D
The crickets dance. I push Titoy’s chair.
Teacher tells pupils to ask parents and neighbors about interesting

places in their community.
NOTES
DAY OBJECTIVES
5
• EN2LC-Ia-j-1.1 Listen to a variety of media including books, audiotapes
videos and other age-appropriate publications and identify cause and/or effect
of events
• EN2WC-IIIc-1.12 Drawing and writing some words on a birthday card
1 ROUTINE
Teacher lets pupils talk in pairs about interesting places in the
community (Day 4 homework). Then, he or she picks 1–2 names
PY
O
2 CAUSE AND EFFECT
C
• Teacher asks pupils what they remember about Cause and Effect
D
in a story. For example:

E
a. Why do the children not want to play with Titoy?

b. Because he is different, because he has no legs. That is the
EP
cause.
c. And because they think Titoy is different, they don’t want to
play with him, that is the effect.
D
Oftentimes, we want to know the reasons behind certain

events. In order for us to do so, we have to ask why.
BRIDGING
The reason behind a certain event is called the cause of
Cause and Effect are the an event. The result of the cause or what happens because
same story element in every of the cause is called the effect.
language. Ask pupils what
they know from Mother
Tongue or Filipino and build
• Teacher leads pupils through the activities in the Learner’s Material,
on those concepts.
“Let’s Try” on page 258 and “We Can Do It” on page 259.
QUARTER 3 WEEK 23
NOTES
3 COMPOSING ACTIVITY
• Teacher tells pupils that if it was Titoy’s birthday, we should send

him a birthday card. He or she asks pupils if they know what a
birthday card looks like and what messages are written on them.
Example: I wish you _______. I hope you ______.
What could we write on his birthday card? He or she writes pupils’

suggestions on the board.
• Teacher tells pupils to draw something on the cover of the card

and complete the sentence frame:
Happy Birthday Titoy! ____________________________.
• Teacher reminds pupils to sign their card.
4
PY
CONCLUDING THE SESSION

O
C
E D
EP
D
QUARTER 3 WEEK 24
WEEK
24
TEACHER’S GUIDE
GRADE 2
PY ENGLISH
O
C
THEME: INTERESTING PLACES IN MY COMMUNITY

D
READ ALOUD STORY: TITOY’S MAGIC CHAIR

E
LEVELED READER: THE BIRD FLIES

EP
D

ENGLISH
Theme: Interesting Places in My Community

Read Aloud Book: Titoy’s Magic Chair (Author: Russel Molina; Illustrator: Marcus Nada)
Leveled Reader: The Bird Flies (Author: Yvette Tan; Illustrator: Ryan Bordadora)
• Poem or song
PA • EN2PA-IIIf-h-6.3 • Phonological awareness/Alphabet
Produce the sounds of English knowledge games (rhymes short e)
letters using the letter sounds of
Mother Tongue as reference
PWR • EN2PWR-IIIc-d-3
Daily Read words with short e sound in
PY
CVC pattern (e.g. pen, men,)
PWR • EN2PWR-IIId-f-7.1
Match the picture with its sight
word
O
V • EN2V-IIId-j-20
Give the meaning of short e words
C
D
OL • EN2OL-IIIa-b-3.3 • Read Aloud Story:

Talk about texts identifying major Titoy’s Magic Chair
E

• Writing a letter
LC • EN2LC-Ia-j-1.1
EP
Listen to a variety of media • Sight words

including books, audiotapes
D
publications
1 a. Relate story events to one’s
experience
b. Discuss, illustrate, dramatize

specific events
Filling in blanks with a letter
PWR • EN2PWR-IIId-f-9
Read some sight words

QUARTER 3 WEEK 24

a. Sharing information or news a. Sharing information or news
• Teacher asks questions allowing pupils to talk • Pupils talk about interesting places in the
about interesting places in the community community
• Teacher encourages pupils to read-along • Pupils recite a poem or sing a song

c. Phonological Awareness/Alphabet Knowledge
PY
c. Phonological Awareness/Alphabet Knowledge Games and Activities
Games and Activities
• Pupils practice rhymes and reading words
• Teacher introduces games to practice
O with short e by playing games
rhymes with short e
• Pupils develop their vocabulary through
C
• Teacher introduces activities to develop activities
vocabulary
D

E
• Teacher walks class through a retelling of • Pupils retell the Read Aloud story,
EP
the Read Aloud story, Titoy’s Magic Chair Titoy’s Magic Chair
by showing pictures
3. Composing Activity: Writing a Letter
3. Composing Activity: Writing a Letter
D
• Pupils participate in generating ideas to write

• Teacher models how to write a letter a letter
• Teacher introduces a game to practice sight • Pupils practice reading sight words (the, to,
words (the, to, come, at play) come, at play) by playing a game
• Teacher gives homework • Homework: Pupils tell their family members

about the letter they are going to write


OL • EN2OL-IIIe-f-1.1 • Read Aloud Story:
Listen and respond to texts to Titoy’s Magic Chair
clarify meanings heard while
• Writing a letter
drawing on personal experiences
2
Filling in blanks with a letter
• Use action words in the present

tense to state what they like or
do not like about a story read or
heard*
A • EN2A-IIIa-e-1 • Leveled Reader: The Bird Flies
Participate in reading of texts
• Use action words in the present
tense to state to a story read*
PY
V • EN2V-IIIc-d-13.2
Recognize that some words have
opposite meaning (antonyms)
O
C
3
E D
EP
D
PWR • EN2PWR-IIId-f-9 • Leveled Reader: The Bird Flies

• Sight words
4 • Read a Leveled Reader
• Composing: Drawing a map

QUARTER 3 WEEK 24
Teacher Activities Learner Activities

2. Composing Activity: Writing a Letter 2. Composing Activity: Writing a Letter
• Teacher assigns composing activity: • Pupils fill in the blanks to write a letter to the
Writing a letter to the author—two levels author
• Teacher invites pupils to share their letters in • Pupils show their works to each other in
groups of four groups of four and talk about them
1. Routine (refer to the Daily Activities) Leveled Reader: The Bird Flies
2. Leveled Reader: The Bird Flies Pre-Reading Activities
Pre-Reading Activities • Pupils review words that are unfamiliar
• Teacher unlocks unfamiliar words and • Pupils share experiences related to the story.
PY
expressions They talk about the cover of the story and set
a purpose for reading.
• Teacher asks questions to stimulate pupils’
interests about the story
O
During Reading Activities • Pupils read the text in pairs

C
• Teacher guides pupils to read the text After Reading Activities: Group Work
After Reading Activities: Group Work • Level 2: Pupils draft their responses to the
D
story
• Level 2: Teacher asks questions to elicit
E
written reactions to the story • Level 1: Pupils do a picture walk, identify high
frequency words, and echo read the Leveled
EP

Reader
out high frequency words, and leads pupils
through echo reading 3. Concluding the Session
D
3. Concluding the Session • Pupils practice using the antonyms by playing

a game
• Teacher supplies antonyms
words (the, to, come, at play)


A • EN2A-IIIa-e-1
texts
WC • Show understanding of a story by
completing a postcard*
F • EN2F-IIIa-b-2.11
Read aloud phrases, sentences and
stories consisting of short e words
with appropriate speed, accuracy,
and proper expression
4
PWR • EN2PWR-IIIc-d-3
Read words with short e sounds in
PY
CVC pattern (e.g. pen, men, ... )
O
C
WC • Show understanding of a story by • Leveled Reader: The Bird Flies
completing a postcard*
D
• Sight words

E
EP

S • EN2S-IIId-j-3
Spell words with short e sound in
D
CVC pattern
5

QUARTER 3 WEEK 24

3. Group Work 3. Group Work
• Level 1: Teacher asks questions to elicit • Level 1: Pupils draft their responses to the
written reactions to the story story
4. Discussing the Leveled Reader: 4. Discussing the Leveled Reader:

The Bird Flies The Bird Flies
• Teacher asks questions to help pupils relate • Pupils answer questions to relate story to
story to one’s experience one’s experience
5. Composing Activity: Postcard 5. Composing Activity: Postcard
• Teacher models how to make a postcard • Pupils listen to the teacher

about an interesting place in their
6. Group Work
PY
neighborhood or community and assigns
reading
6. Group Work
O
• Level 1: Writing activity then A–B pair reading
C
Assessment Focus: Assessment Focus:
D
Short e: LM p. 126, “I Can Do It” Short e words

Cause and Effect LM pp. 259-260, Cause and effect
E
“I Can Do It” Punctuation

Punctuation
EP
2. Group Work: Pupils do the activity

2. Group Work: Teacher gives the activity
• Level 1: Reread Leveled Reader:
• Level 1: Reread Leveled Reader: The Bird Flies
D
The Bird Flies

• Pupils share what they have learned about
• Teacher invites pupils to share what they have local celebrations and parades
learned about local celebrations and parades
• Teacher invites pupils to choose something independently or in pairs
to read independently or in pairs
NOTES
DAY OBJECTIVES
1
videos, and other age-appropriate publications
a. Relate story events to one’s experience
b. Discuss, illustrate, dramatize specific events
• EN2WC-IIIc-1.11 Filling in blanks in a letter
• EN2PWR-IIId-f-9 Read some sight words
NOTE TO TEACHER
During Week 24, the teacher observes five pupils per day during
During Week 23, the English period and assesses their Grammar Awareness competencies
teacher observed five pupils using this table:
PY
pupils observed over a 1 2
two-week period. If he or Cannot Is able to identify
Identifying and
she has 60 pupils, he or she
O identify or and produce
GA producing parts of
can observe six a day. It is produce parts parts of speech
speech
C
not wise to observe more of speech studied
than six a day. studied
D
NOTE TO TEACHER
2 ROUTINE
E
Teacher should have

EP
poem written on chart.

a. Poem: “Come Play”
D
BRIDGING b. Retelling of Read Aloud Story: Titoy’s Magic Chair

When pupils are retelling Teacher tells pupils they will retell the Read Aloud story, Titoy’s
a story or sharing Magic Chair. He or she puts pupils in pairs. Then he or she shows
information, let them use pupils the book one page at a time and pairs discuss what is
words or expressions in happening. After each page, teacher asks a few pairs to share.
c. Sharing Information
that is easier, then model Teacher asks pupils if they know someone who is in a wheel chair
how to say the words in like Titoy, or is different in another way. Does this person have friends?
English. He or she lets pupils talk about this in pairs. Then, he or she picks
of the class. He or she asks them if they think the child telling the
story is a good friend? Why? He or she lets pupils talk about this
in pairs. Then, he or she picks 1–2 names from the box or bowl.
These pupils will share in front of the class.
QUARTER 3 WEEK 24
NOTES
3 COMPOSING ACTIVITY: WRITING A LETTER
• Teacher tells pupils they will write a letter. They will write a letter
to a good friend. He or she asks for a volunteer and the pupil
comes to the front of the class.
• Teacher asks questions to help the class describe the pupil: Is he

or she kind? Is he or she caring? Is he or she funny? Is he or she helpful? As
the pupils give their answers, teacher writes their answers on the
board.
Example:
athletic creative funny nice

active diligent generous obedient
artistic dynamic gentle patient
brave fearless good polite
PY
bright friendly happy reliable
calm hard-working sincere
careful helpful smart
charming honest thoughtful
O
kind tidy
loving understanding
C
loyal
neat
D
• Then, the teacher should ask for the pupils to give ways of
E
describing their classmate.

EP
• Teacher explains how to write a letter. He or she points out the NOTE TO TEACHER
date, the greeting, the body, and closing. He or she uses a big
sheet of paper to show pupils how to write a letter. Together, they Teacher should have a
D
compose a letter to the friend in front of the class. large piece of paper and
felt markers.
• Then he or she tells that in the next lesson, they will write a letter
to Titoy’s friend.
NOTES
October 15, 2009
Dear Rita,
I think you are an amazing friend. You are

caring and very funny. I think you were brave
when you told the mean children not to laugh
at me when I fell down yesterday.
I like playing and going to the park with you.
Your friend,
Miko
PY
4 SIGHT WORDS: THE, TO, COME, AT, PLAY
O
• Teacher writes the words the, to, come, at, and play on the
board. Teacher points to each one and reads them with the pupils.
C
He or she then plays a game of “Buzz.” He or she points
randomly (not in order) at each word, saying “buzz,” and the
D
pupils have to say the word he or she is pointing to. He or she

goes faster and faster.
E
• Teacher asks a pupil to volunteer to lead the game of “Buzz.”

EP

D
• Teacher tells pupils to show to their family members the letter

they wrote together and the letter they will write in the next days.
QUARTER 3 WEEK 24
NOTES
OBJECTIVES DAY
2
• EN2PA-IIIf-h-6.3 Produce the sounds of English letters using the letter
sounds of Mother Tongue as reference
• EN2OL-IIIe-f-1.1 Listen and respond to texts to clarify meanings heard
while drawing on personal experiences
• EN2WC-IIIc-1.11 Filling in blanks with a letter
• Use action words in the present tense to state what they like or do not like
about a story read or heard*
1 ROUTINE
a. Poem: “Come Play”

PY
BRIDGING
In Mother Tongue and

b. Identifying Words with Short e
Filipino, each vowel has only
O
• Teacher reminds pupils that vowels in English have two sounds: one sound.
short and long. Then he or she tells pupils to put their arms in the
In English, each vowel
C
air every time they hear the short e sound like the word elephant.
(a, e, i, o, u) has two sounds:
Example: bag, ten, men, pet, cop, net, cut, egg, bed, red, blue, well,
short and long.
hen, dog, pet, cat, etc.
D
• Teacher asks pupils which words with short e sound they know.
E
EP
• Teacher shows the pupils several pages of the Read Aloud story,
Titoy’s Magic Chair. He or she lets pupils talk in pairs. Which one is
D
your favorite place they went to? Why? He or she gives them a sentence
frame to complete. I like the _____ , because _____. Then, he or
she picks 1–2 names from the box or bowl. These pupils will share
in front of the class.
Teacher then asks: What was your favorite thing Titoy and his
friend did? Why?
• He or she gives them a sentence frame to complete. I like the

______ , because _____. Then, he or she picks 1–2 names from
the box or bowl. These pupils will share in front of the class.
2 COMPOSING ACTIVITY: WRITING A LETTER NOTE TO TEACHER
Teacher should have sheets

• Teacher brings out the letter written to the pupil from Day 1. He
of paper ready for each
or she tells the class that they will write their own letter, but this
pupil.
time they will write a letter to Titoy’s friend. Each pupil writes his
NOTES or her own letter.
• Teacher asks questions to help the pupils describe Titoy’s friend.

He or she asks to write their answers on the board.
Example: tiny, big, frizzy, curly, crazy, happy, fat, thin, tall, short,
big nose, sad, etc.
Level 1: Teacher drafts a sample letter and asks pupils to fill in the
blanks.
Level 2: Teacher asks pupils to add one or two sentences on their

own.
PY
O
DAY OBJECTIVES
C
3
• EN2PWR-IIIc-d-3 Read words with short e sound in CVC pattern
D
(e.g., pen, men)

• EN2V-IIIc-d-13.2 Recognize that some words have opposite meaning
E
(antonyms)
EP
• Use action words in the present tense to state what they like or do not like
about a story read or heard*
D
1 ROUTINE
BRIDGING Teacher asks pupils about the interesting places they know in their
community. He or she tells them to think about all the places they
When pupils name know, the places in the poem “Come Play,” and the places where
interesting places in Mother Titoy goes with his friend. Which one is their favorite? He or she lets
Tongue or Filipino, teacher pupils talk in pairs. Then, he or she picks 1–2 names from the box
models how to say the or bowl. These pupils will share in front of the class.
words in English.

QUARTER 3 WEEK 24
c. Speech Sounds: Short e NOTE TO TEACHER

NOTES
• Teacher shows cards with pictures of words that have the short e Teacher should have a paper
/ĕ/ sound. He or she asks pupils to say the word. Example: bed, ready for each pupil.
net, ten, beg, egg, hen, well, men, pet, wet, red, leg, pen
• Teacher then asks pupils to complete the activity, “We Can Do It”
in the Learner’s Material, p. 125.
• Teacher and pupils correct together.
2 LEVELED READER: THE BIRD FLIES

BRIDGING
When explaining new

PRE-READING ACTIVITIES vocabulary, do not translate.
a. Making Predictions movement as much as
possible.
• Teacher distributes the Leveled Reader, The Bird Flies and asks
PY
questions.
• Teacher asks pupils to read the title. Then, he or she asks pupils to NOTE TO TEACHER
O
discuss in pairs what they think the story will be about. He or she
picks a few pairs to answer the questions. Take this opportunity to
C
work with struggling pupils
b. Unlocking Some Words and Expressions in the class, assess their
progress, and take note of
D
(1) play observations. For pupils

E
Teacher asks pupils what people do in the following places:

church, park, market, hospital, and plaza. He or she then asks some words, guide pupils by
EP
what these places look like. letting them do either of the

following or a combination
of the following until the
DURING READING
D
pupil is able to read the

• Teacher asks what the title is and confirms that the title of the word:
story is The Bird Flies. Teacher asks who the author is and confirms (1) Check the picture for
that the author is Yvette Tan. Teacher asks who the illustrator is clues
and confirms that the illustrator is Ryan Bordadora. (2) Sound the letters of the
• Teacher asks pupils to read the story in pairs. letters and read the word
• Teacher goes around and listens in as they read. (3) Check if the word said is
appropriate for the text
For example: If the original
AFTER READING: GROUP WORK sentence is: “The dove
• (Level 1): Teacher asks pupils to look at the story in pairs and flew.” And the pupil may
identify the words that are the same on each page. They do this say: “The dog flew.”
while he or she works with Level 2 group. Teacher asks the pupil if
it makes sense that dogs
• (Level 2): Teacher asks pupils questions about the story read. fly. Then he or she lets the
What is the story about? What animal is in the story? What is the bird pupil try again.
NOTES doing? Which place do you like best? Why? Teacher lets pupils talk in
pairs. Teacher asks them to complete a sentence frame: If I were a
bird, I would fly to the _________ because __________. If they
have time, they can draw the place.

activity, teacher writes the word bird on the board. For each word,
the teacher asks pupils about beginning letters and sounds and end
letters and sounds, and together they decode the word bird.
• Teacher points out to pupils that on each page the sentence is the
almost the same: The bird flies to the _____________.
• The teacher leads Level 1 pupils through each page of the book,
asking to describe the picture: Where is it? Then he or she asks
them to read the page to themselves. Then, he or she reads it and
has them follow with their finger.
3
PY
O
• Teacher tells pupils that some words have opposite meanings.
C
For example: tall, short.
writes two columns on the board to keep score.
D
• Then, he or she says a word and teams have to say a word that
E
means the opposite.

EP
• Teacher says the following twice: hot. (He or she asks Team A to
discuss and answer. If Team A answers correctly [cold], they get a
point, if they answer incorrectly the point goes to Team B. Then,
D
he or she asks Team B to do the same with: thin [fat].)

fast (slow) young (old) loud (quiet) low (high)

happy (sad) clean (dirty)
QUARTER 3 WEEK 24
NOTES
OBJECTIVES DAY
• EN2A-IIIa-e-1 Participate/engage in a reading of texts
4
• EN2PWR-IIIc-d-3 Read words with short e sound in CVC pattern
(e.g. pen, men, . . .)
• EN2PW-IIId-f-9 Read some sight words
• Show understanding of a story listened to by completing a postcard
1 ROUTINE
Teacher shows pupils page 7 of the Leveled Reader, The Bird Flies.
BRIDGING
Teacher lets pupils talk in pairs. Can you think of another interesting
place that is not in this story? Which one would you like the bird to fly to in When pupils are sharing
this story? He or she gives them a sentence frame to complete. information, let them use
PY
I want the bird to fly to the _______. Then, he or she picks 1–2 words or expressions in
names from the box or bowl. These pupils will share in front of Mother Tongue or Filipino
the class. or let them show you with
O gestures and movements if
C
Pupils recite and do movements as a class. English.
D
c. Letter Sounds
E
• Teacher holds up cards with simple CVC words with the sound
short e.
EP
• He or she asks pupils to read it silently, then tell their partners

what the word is. He or she asks a few pairs to share their answer.
D
2 SIGHT WORDS: THE, TO, COME, AT, PLAY
NOTE TO TEACHER
• The class will play “Buzz” with the sight words. After saying
“buzz,” the teacher will point to a word and the pupils say the Teacher should have flash
word. cards ready.
• Teacher asks volunteers to come to the front and lead the game.
3 GROUP WORK
(LEVELED READER: THE BIRD FLIES)
drawing from Day 3. They can trade and read each other’s writing
in groups of four. They do this while he or she works with the
Level 1 group.
NOTES • (Level 1): Teacher reviews the Leveled Reader, The Bird Flies with
pupils and asks pupils questions about the text. What is the story
about? Where does the bird fly? Do we have a hospital in our community?
Which place do you like best? Why? Teacher lets pupils talk in pairs.
Teacher asks them to say which place they like best by completing
a sentence frame: I like the _________. If they have time, they
can draw the place. He or she tells them when they are finished.
Then, they can trade and read each other’s written work in groups
of four.

pupils what they notice about the sentences on each page. Are
they almost the same or very different? Which sentence is different from all the
others?
asking to describe the picture. What is the place? Then he or she asks
them to read the page to themselves. When they have finished the
PY
story, the teacher reads the book page by page and lets the pupils
echo read each page.O
THE BIRD FLIES
C
Teacher asks pupils to identify the places in the story (school,

D
church, park, market, hospital, plaza). Although it is not in the

story, can they think of other places? Teacher lets pupils talk in pairs.
E
Then, he or she picks pairs to answer.

EP
5 COMPOSING ACTIVITY: A POSTCARD

D
• Teacher shows pupils how to write a postcard. He or she

shows them what the main parts of a postcard are: the address,
greeting, message, and closing.
Teacher asks: From where could you send a post card?
• He or she writes their ideas on the board.
DRAW A FAMILIAR
SCENIC SPOT
QUARTER 3 WEEK 24
NOTES
6 GROUP WORK

Level 1: Pupils work on their postcards. Teacher goes around and

assists.

fluency.
try.
–– They read it backwards. (Example: school the to flies bird The)
PY
O
OBJECTIVES DAY
C
5
D
• EN2V-IIId-j-20 Give the meaning of short e words

• Show understanding of a story by completing a postcard*
E

• EN2S-IIId-j-3 Spell words with short e sound in CVC pattern
EP
1
D
ROUTINE
a. Assessment
• Teacher asks pupils to complete the sections:
–– Short e: Learner’s Material, p. 126, “I Can Do It”

–– Cause and Effect: Learner’s Material, pp.259-260 “I Can Do It”
• Punctuation: Teacher asks pupils to listen as he or she reads the

following sentences and asks them to write the correct punctuation
mark in their notebooks. Is it a period or a question mark?
(1) Who do you see

(2) I see a boy in a wheelchair
(3) What does the boy do
NOTES (4) Where does the bird fly
(5) I am going to the hospital
• Teacher collects and corrects the activity.
2 GROUP WORK
LEVELED READER: THE BIRD FLIES
• Teacher puts pupils in pairs. (Level 1 pupils with Level 1 pupils/

Level 2: Pupils begin their postcards. Teacher goes around and

assists.

fluency.
PY
try.

O
3
C
D

about interesting places in their community.
E
4
EP
INDEPENDENT READING

D
QUARTER 3 WEEK 25
WEEK
25
TEACHER’S GUIDE
GRADE 2
PY ENGLISH
O
C
D
THEME: PRODUCTS MY COMMUNITY IS KNOWN FOR

E
READ ALOUD STORY: GO!

EP
D

ENGLISH
Theme: Products My Community is Known For

Read Aloud Story: Go! (Author: Becky Bravo; Illustrator: Vanessa Tamayo)
OL • EN2A-IIIa-e-1 • Sharing information and news
• Poem or song
Produce the sounds of English knowledge and spelling games
S • EN2S-IIId-j-3
Daily Spell words with short e sound in
CVC pattern
PY
G • EN2G-IIId-2.4
Use common nouns and action
words in simple sentences
O
C
V • EN2V-IIIa-b-13.1 • Read Aloud Story: Go!

D

E

and context clues
EP
G • EN2G-IIIf-9.2
Know the use of a/an + noun
D

QUARTER 3 WEEK 25

• Teacher asks questions allowing pupils to talk • Pupils talk about food grown in their
about food grown in their community community
pupils will learn
PY
c. Phonological Awareness/Spelling and
Grammar Games
c. Phonological Awareness/Spelling and
• Pupils practice short vowel sounds and
Grammar Games
O
elements of speech by playing a game
• Teacher introduces a game to practice short
C
vowel sounds and elements of speech
D
2. Read Aloud Story: Go! 2. Read Aloud Story: Go!

E

EP
D
3. A/An 3. Pupils complete exercises with a/an in front

of a noun
• Teacher leads an activity with a/an
• Pupils talk about healthy foods that grow
around their community


OL • EN2OL-IIIe-f-1.1 • Read Aloud Story: Go!
Listen and respond to texts to
drawing on personal experiences
Listen to a variety of media
publications and:
a. Identify the speaker in the story

or poem
2
b. Predict possible ending of a story
read
PY
O
C
LC • EN2LC-IIIi-j-2.6 • Read Aloud Story: Go!

D
Retell/reenact the events from the

• Made-up vs. Real
story
E
• EN2LC-IIIb-c-2.5 • Sequence of events

EP
Use an understanding of incidents,

characters, and settings to validate
predictions
D

QUARTER 3 WEEK 25

2. Read Aloud Story: Go! 2. Read Aloud Story: Go!
• Teacher asks questions about local product— • Pupils share experiences related to the story.
food grown in the community They talk about the cover of the story, and
make predictions.
• Teacher asks questions to elicit predictions
that are unfamiliar
expressions
• Teacher reads the story to the pupils and
pauses for pupils to predict possible ending After Reading Activities
After Reading Activities • Pupils answer questions about the story
PY
• Teacher asks questions about the story: 3. Concluding the Session
who, what, where, when and asks pupils to
identify the speaker
O
listened to their family members
C
D
2. Retelling of the Read Aloud Story: Go! 2. Retelling of the Read Aloud Story: Go!
E
EP

3. Rereading of the Read Aloud Story: Go! 3. Rereading of the Read Aloud Story: Go!
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• Teacher asks pupils the common terms in • Pupils answer questions about common terms
English relating to parts of a book and asks in English relating to part of book and they
them to identify the title, author, illustrator, identify the title, author, illustrator, and tell
and tell what they do what they do
comprehension
• Pupils discuss clues to make predictions
• Teacher asks pupils about their predictions
and tells them to watch and listen for
V • EN2V-IIId-j-20 • Short e
Give the meaning of short e words
PWR • EN2PWR-IIIg-h-11
Read short phrases and sentences
consisting of short e words and the
4 sight words
PY
Read aloud phrases, sentences, and
stories consisting of short e words
with appropriate speed, accuracy,
O
C
WC • Drawing and writing some words • Read Aloud Story: Go!
on a “Thank you” note*
• Composing Activity: A/An sentence
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5
E
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QUARTER 3 WEEK 25

characters, incidents, and setting that help After Reading Activities
make predictions
• Pupils discuss the story
• Teacher asks questions about the characters,
• Pupils complete exercises with a/an in before
incidents, and setting in the story
the noun
• A/An
2. Short e 2. Short e
• Teacher leads an activity with short e • Pupils complete short e activities

LM “Let’s Try,” pp. 124–125
3. Pupils Practice Reading the Poem “Let’s…”
3. Fluency: Practice Reading the Poem “Let’s…”
4. Homework: Pupils practice short e spelling
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4. Concluding the Session words

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1. Routine (refer to the Daily Activities) 1. Routine (refer to the Daily Activities) –
Assessment focus: Spelling
2. Composing Activity: “Thank you” note
2. Composing Activity: “Thank you” note
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• Pupils write a "Thank you” note to Bong
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and writing in groups of four 3. Concluding the Session: Sharing and Reading
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NOTES
DAY OBJECTIVES
1
• EN2G-IIId-2.4 Use common nouns and action words in simple sentences
• EN2G-IIIf-9.2 Know the use of a/an + noun
NOTE TO TEACHER During Week 25, the teacher observes five pupils per day during
English period and assesses their Phonological Awareness
During Week 25, the competencies using this table:
teacher will observe another
five pupils per day for a total 1 2
PY
Does not Identifies and
Identifying/producing
a two-week period. If he or identify or produces target
sounds/rhymes/
she has 60 pupils, he or she PA produce sound, rhymes,
syllables
can observe six a day. It is target sound, syllables
O
not wise to observe more rhymes,
than six a day. syllables
C
2 ROUTINE
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E
• Teacher explains that the weekly theme will be Products My

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BRIDGING Community is Known For. In English, we will study words about food
that we grow and that we eat.
When pupils are sharing
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information, let them use • Teacher lets pupils talk about this in pairs: What vegetables do you eat?
words or expressions in How are they cooked? Describe a meal to your partner. Then, he or she
Mother Tongue or Filipino picks 1–2 names from the box or bowl. These pupils will share in
or let them show you with front of the class.
that is easier, then model b. Poem: “Let’s…”
English. • Teacher introduces the poem, “Let’s…” that pupils can learn.
He or she explains a few words and expressions such as: jet, act
like.
QUARTER 3 WEEK 25
NOTES
“Let’s…” NOTE TO TEACHER
Let’s fly like a jet Teacher should have a poem

Let’s sleep on the bed written on a chart.
Let’s act like we just met
Let’s point to something red.
Let’s count one to ten

Let’s touch our left leg
Let’s walk like a hen
Let’s find a big egg!
c. Sight Words
• Teacher plays the game “Buzz.” He or she holds up flash cards
NOTE TO TEACHER
(not in order) at each word, saying “buzz,” and the pupils have
to say the word on the card. He or she goes faster and faster. Teacher should have flash
PY
cards ready.
• Teacher asks a pupil to volunteer to lead the game of “Buzz.”
• Sight words studied so far: to, come, at, play, blue, yellow,
green, red, orange, black, pink, purple, brown, and white.
O
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3 READ ALOUD STORY: GO!

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a. Unlocking Some Words and Expressions

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Teacher explains the following words and expressions and

asks questions. Pupils answer in full sentences using the frame
provided.
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(1) summer
Teacher says: Sometimes it rains, sometimes it is hot and dry, like

from March to May. We call that time summer. During the month of
May, families travel and visit relatives.
Do you travel in the summer? Where?
In the summer, I go to ______________.
(2) cousin
Teacher says: Your cousin is the son or daughter of your aunt or

uncle. Do you have cousins? What are their names?
I have ___ cousins. Their names are _____________.
NOTES (3) province
Teacher says: A province is a large area. Inside a province there are

cities and villages. In the Philippines, we have 81 provinces. Do you know
the name of our province?
BRIDGING We live in _______________ (name of province).
Some words are easy to (4) carbohydrates, nutrients, energy, healthy

explain by showing the
Teacher says: There are many kinds of food, some are good for you and
picture in the book.
some are not good for you.
Example: farm, beef stew,
potato, chips, candy, Carbohydrates are foods like bread, rice, noodles, and potato. Which one
cookies, etc. do you like better?
I like ___________.
Teacher says: Nutrients are the things in the food that are good for
you.
PY
You have energy when you feel strong and fast, you want to run, sing,
dance, etc. Do you have energy today? What do you feel like doing?
I have energy today, I want to _____________.

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Teacher says: When you are sick, you do not feel good. When you do feel
good, we say you are healthy. To be healthy, you have to sleep eight hours a
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night, eat good food, stay clean, and exercise. What do you do to be healthy?
I ______________ to be healthy.
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(5) “barely touch”
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Teacher says: What does touch mean? Can you touch your head? When
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we use the expression barely touch, it means that you did not touch it,
or touched it just a little bit. For example, when you are not hungry, or you
don’t like something, and you only eat one bite or two, we say: “you barely
touched your meal.” Has that ever happened to you? Which meal or food did
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you barely touch?
I don’t like ________________, I barely touch it when it is in

my bowl.
(6) “proper meal”
Teacher says: A proper meal, is a meal that has all good food in
it. It has carbohydrates (bread, rice, noodles, potato), meat, fish, beans, or
vegetables…all those foods that are good for you.
(7) “throw a glance”
Teacher says: Sometimes you look at something just a little bit. You
don’t really look at it a lot. In English, when we talk about a little look, we
say: glance. For example, when you are looking for a book to read, you
may glance at several books before choosing one. We say throw a glance,
when someone looks at you quickly or from the side.
QUARTER 3 WEEK 25
(8) “nod your head” NOTES
Teacher says: When you want to say “Yes” without speaking you
nod your head up and down.
b. Healthy Foods
• Teacher explains that they will pretend they are eating a BIG
HEALTHY meal. Each pupil in turn contributes a food and they
all try to repeat all the foods that were said.
Teacher begins the game: For my healthy meal, I will eat a

potato.
Pupil 1: For my healthy meal, I will eat a potato and rice.
All pupils: For my healthy meal, I will eat a potato and rice.
Pupil 2: For my healthy meal, I will eat a potato, rice, and fish.
All pupils: For my healthy meal, I will eat a potato, rice and fish.
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And so on!
4
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A/AN
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• Teacher tells pupils that in front of a noun, we use a small word.
Sometimes, it is a and sometimes it is an.
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–– The sound of a word’s first letter determines which one to use.

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–– If the word starts with a vowel sound, we use an: an

elephant, an umbrella, an hour.
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–– If the word starts with a consonant sound, we use a: a car, a

boy, a yellow banana.
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• Teacher writes the following words on the board and asks pupils
to write if it is a or an before the word.
a. ___ cake f. ___ empanada
b. ___ ice cream g. ___ sweet
c. ___ banana h. ___ chicken
d. ___ apple i. ___ egg
e. ___ orange j. ___ soup
• The class checks the answers together. Then, they identify which
of these foods are healthy.
NOTES
DAY OBJECTIVES
2
videos, and other age-appropriate publications and:
a. Identify the speaker in the story or poem
b. Predict possible ending of a story read
1 ROUTINE
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Teacher lets pupils talk in pairs. What foods does your community
grow? Which ones are healthy for you? He or she gives them a sentence
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frame to complete. Our community grows _________________.
The _____________ are healthy for me. Then, he or she picks
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of the class.
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b. Poem: “Let’s…”
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• Teacher reviews the song “Vowels Have Two Sounds” from

EP
Week 14. The lyrics are written in a board/manila paper so pupils

can follow while singing.
NOTE TO TEACHER
“Vowels Have Two Sounds”
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Short vowels have distinctive

sounds. Vowels have two sounds,
Short e /ě/ has the beginning They do not sound the short
sound as in elephant. One sound is short, very short
The other one is long and says its name.
Long vowels “say Short e says e-e-e-e-e-e-elephant
their name”—they are And the long e says e-e-e-e-e-e-e ear.
pronounced as if you said Vowels have two sounds,
the name of the vowel. They do not sound the same
One sound is short, very short
Long e /e/ has the beginning
The other one is long and says its name.
sound of as in ear.
• Teacher asks pupils to think about the words in the poem
“Let’s…” that have a short e.
QUARTER 3 WEEK 25
• Teacher asks pairs to discuss what words in the poem have the
short e /ĕ/sound. He or she asks a few pairs to share their answer.
• Teacher shows the cover of the Read Aloud story, Go! and asks
a pupil to read the title. He or she asks another pupil to read the
author’s name and another to read the illustrator’s name. He or she
then asks pupils to describe what they see on the cover. Then, he or
she asks pairs to discuss: Who do they see on the cover? What do they see on
the cover? What do you think will happen to the two boys and bowl of potatoes
in the story, Go!? He or she asks a few pairs to share their answers.
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• Teacher opens the Read Aloud story, Go! to pages 2 and 3 and asks
pupils to describe what they see. He or she asks pairs to discuss:
O
What is different about these two boys? He or she asks a few pairs to
share their answers.
C
• Teacher confirms that one seems interested in playing sports and
the other has earphones and does not seem interested.
D
Teacher asks: What do you think will happen? (Then, he or she

asks pupils to discuss and share in pairs.)
E
• Teacher asks pupils to look at pages 10 and 11 and asks pairs

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to discuss: Look at the two boys now. What is happening? What do you
think will happen in this story? He or she asks a few pairs to share their
answers.
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Teacher tells pupils they are going to read the story about a boy
named Jack. But first, they will mime a few actions that are in the
story. He or she says the action words and pupils mime the actions
and repeat the action words. He or she helps pupils with the
movements. Example: run, call, eat, kick, nod your head
DURING READING ACTIVITIES
• Teacher reads the story Go! to the pupils. He or she pauses at pages
12 and 13.
He or she asks pairs to discuss: Look at Jack’s face change as

he chews the potato, what do you think is going to happen? Do you think
he will like potatoes or not? Why do you think so? (He or she asks a
few pairs to share their answer.)
NOTES AFTER READING
Who tells the story? Do we know?
Where does the story take place?
When does the story take place?
What do you think Jack does at home? What does he eat?
What happens when Jack begins to eat healthy foods?
What did Jack discover about eating healthy foods?
Are you more like Jack or like his cousin Bong? Why do you think so?
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Teacher tells pupils to tell their family members about the
Read Aloud story, Go!
O
C
DAY
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OBJECTIVES
E
3
EP

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• EN2LC-IIIi-j-2.6 Retell/reenact events from the story

• EN2LC-IIIb-c-2.5 Use an understanding of incidents, characters, and settings
to validate predictions
1 ROUTINE
• Teacher lets pupils talk in pairs.
Teacher says: What is your favorite part of the story Go!? Why?
• He or she gives them a sentence frame to complete. My favorite

part of the story is ________, because _______. Then, he or she
picks 1–2 names from the box or bowl. These pupils will share in
front of the class.
QUARTER 3 WEEK 25
b. Poem: “Let’s…” NOTES
c. Speech Sounds
BRIDGING
• Teacher takes away/covers the poem. He or she then asks pairs to
discuss which word ends the same as the word jet. Then, he or she When pupils are sharing
asks: information, let them use
What is the beginning sound? /m/ Mother Tongue or Filipino
What letter makes this sound? What is the end sound? /t/
What letter makes this sound? How do you spell met? then model how to say the
words in English.
• He or she asks a few pairs to share their answers. Then, he or she
continues the game with the following words and asks which word
rhymes and how to spell them: bed, ten, leg.
PY
d. Spelling Short e Words
• Teacher writes the word jet on the board and asks pupils:
O
How would we write the word pet?
C
• He or she asks pairs to discuss. He or she asks a few pairs to share
their answers. He or she then writes the word pet under the word
jet.
D
• Teacher repeats this with the words: get, let, leg, beg, bed.
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2 RETELLING OF READ ALOUD STORY: GO!

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Teacher shows the pictures of the Read Aloud story, Go! one by one
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and calls on pupils to say what happened. As they retell the story, the
pupils act out the actions.
the questions.
What do you call the words like Go! on the cover?
Who is the author?
NOTES What is the English name for the person that makes the illustrations?
DURING READING

points to ask questions and to asks pupils to repeat some parts:
Example: chew, chomp nibble, chew, chomp, munch
• Teacher explains that they will pause and check clues in the words
and pictures that help us predict. He or she pauses and asks
questions about clues. He or she asks pairs to discuss and picks
different pairs to share their answers.
Pages 6–7: What clues are here in these pages that tell us that Jack is not
a healthy eater?
Pages 8–9: What clues are here in these pages that tell us that Jack is not
a healthy eater?
PY
Pages 10–11: What happens here?
Pages 12–13: What clues are here that tell us that Jack may like potatoes
after all? Look at the faces.
O
Pages 18–19: What clues are here that tell us that Jack will have more
C
energy?
D
AFTER READING
• Teacher lets pupils talk in pairs. What is Jack like at the beginning of
E
the story? What is Jack like at the end of the story? Which Jack are you like?
Are you like Jack at the beginning of the story, or like Jack at the end of the
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story? He or she gives them a sentence frame to complete.
I am like Jack at the _______ of the story because I _______.

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Teacher asks: When do we use a and when do we use an before a noun?
• Teacher writes the following words on the board and ask pupils to
write if it is “a” or “an” before the word.
a. ___ pretzel f. ___ avocado

b. ___ onion g. ___ coconut
c. ___ onion h. ___ papaya
d. ___ okra i. ___ candy
e. ___ eggplant j. ___ omelette
• The class checks their answers together. Then, they identify which
of these foods are healthy.
QUARTER 3 WEEK 25
NOTES
OBJECTIVES DAY
4
• EN2PWR-IIIg-h-11 Read short phrases and sentences consisting of short e
words and the sight words
• EN2F-IIIa-b-2.11 Read aloud phrases, sentences, and stories consisting
of short e words with appropriate speed, accuracy, and proper expression
1 ROUTINE
Teacher shows pupils pages 6 and 7 of the Read Aloud story, Go!
PY
Teacher lets pupils talk in pairs. Would you like to eat these foods? What SHORT e /ě/
would happen to you if you eat all these foods? He or she gives them a net, let, ten, jet, yet, egg, yes,
sentence frame to complete. If I eat ________, I think I would pen, get, bed, set, beg, hem,
_________. Then, he or she picks 1–2 names from the box or
O
hen, leg, wed, pet, wet, vet
bowl. These pupils will share in front of the class.
C
b. Poem: “Let’s…”
D

E
c. Speech Sounds
EP
• Teacher asks pairs to practice their spelling of short e words.

He or she gives them a list of words to practice:
(1) They look at the word.

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(2) They cover the word.
(3) They write the word.
(4) They check to see if they wrote it correctly.
• Teacher walks around and observes pupils.
2 SHORT e WORDS
• Teacher reads the story on page 124 and the questions on page
125. Pupils discuss the questions in pairs and teacher picks a few
pairs to share their answers.
• Then he or she assigns the section, “We Can Do It” on page 125.
NOTES
3 FLUENCY: READING THE POEM “LET’S…”
• Pupils read the poem “Let’s …” in pairs to increase their fluency.
• They read it with intonation and try to increase their speed: one
reads while the other counts or watches the clock and they try to
read it faster each time they try.
Teacher tells pupils to practice their spelling at home with a family

member.
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DAY OBJECTIVES
5
O
C
• Drawing and writing some words on a “Thank you” note*
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1
E
ROUTINE
EP
Teacher lets pupils talk in pairs about visiting family in other
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communities. Who did you visit? What did you do there? Was there
something special about that place? Then, he or she picks 1–2 names
SHORT ě
net, let, ten, jet, yet, egg, yes, b. Poem: “Let’s…”

pen, get, bed, set, beg, hem,
hen, leg, wed, pet, wet, vet Pupils recite and do movements as a class.
c. Speech Sounds
• Teacher asks pairs to practice their spelling of short e words.
They use the same list as on Day 4:
QUARTER 3 WEEK 25
(4) They check to see if they wrote it correctly. NOTES
• Teacher goes around and observes pupils.
Teacher asks: If you were Jack, what would you say to your cousin?
Would you want to send him a “thank you” note? We wrote “thank
you” notes in Filipino, so we know how to do this.
Teacher asks pairs to discuss: What would Jack say thank you for?
• Teacher asks pairs to share their answers and writes them on the
board.
• He or she asks pupils what messages are written in a “thank you”

note.
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Example: “Thank you, cousin Bong for _______.”
• Teacher tells pupils to draw something on the cover of the note

and complete the sentence frame.
O
• Teacher reminds pupils to sign their “Thank you” note.
C

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QUARTER 3 WEEK 26
WEEK
26
TEACHER’S GUIDE
GRADE 2
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O
C
THEME: PRODUCTS MY COMMUNITY IS KNOWN FOR

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READ ALOUD STORY: GO!

E
LEVELED READER: FRUITS AND TREES

EP
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ENGLISH
Theme: Products My Community is Known For

Read Aloud Story: Go! (Author: Becky Bravo; Illustrator: Vanessa Tamayo)
Leveled Reader: Fruits and Trees (Author: Yvette Tan; Photographer: Ryan Bordadora)
• Poem or song
S • EN2S-IIId-j-3
Spell words with short e sound in
Daily
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CVC pattern
G • EN2G-IIId-2.4
Use common nouns and action
words in simple sentences
O
V • EN2V-IIId-j-20
Give the meaning of short e and
C
other short vowel words
D
OL • EN2OL-IIIe-f-1.1 • Read Aloud Story: Go!

E
Listen and respond to texts to

• Writing a list
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drawing on personal experiences • Sight words

Listen to a variety of media
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publications
1
a. Identify the problem and solution
b. Retell a story listened to

WC • Write a list*
Read sight words

QUARTER 3 WEEK 26

• Teacher asks questions allowing pupils to talk • Pupils talk about products their community is
about products their community is known for known for
• Teacher encourages pupils to read-along • Pupils recite a poem or sing a song

PY
c. Phonological Awareness/Alphabet Knowledge
Games and Activities
Knowledge Games and Activities
• Teacher conducts games to practice rhymes
O
• Pupils practice rhymes and reading words
with short e and other short vowel words
with short e and other short vowel words by
C
• Teacher introduces activities to develop playing games
vocabulary
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activities
E

EP
• Teacher walks class through a retelling of the • Pupils retell the Read Aloud Story: Go!
Read Aloud story, Go! by showing pictures
3. Composing Activity: Writing a List
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• Teacher leads pupils to write a list of Jack’s

• Pupils participate in generating ideas to write
problems and identify the solutions
a list
3. Composing Activity: Writing a List
4. Sight Words
• Teacher models how to write a list
• Pupils practice reading sight words (this, it, a,
4. Sight Words from, an) by playing a game
• Teacher introduces a game to practice sight 5. Concluding the Session

words (this, it, a, from, an)
• Homework: Pupils ask their family members
5. Concluding the Session about products in the community for the list
they are going to write


LC • EN2LC-IIId-e-2.4 • Read Aloud Story: Go!
Use personal experiences to make
• Writing a list of products in the
predictions about text viewed and
community
listened to
WC • Write a list of products in the
2 community*
RC • EN2RC-IIId-e-2.10 • Leveled Reader: Fruits and Trees

Note details in sentences and
stories (controlled words, short
e, a...) that they read • Read a Leveled Reader
PY
G • EN2G-IIIf-9.2
Use of a/an + noun
O
C
D
3
E
EP
D
PWR • EN2PWR-IIId-f-9 • Leveled Reader: Fruits and Trees

Read sight words
• Sight words
PWR • EN2PWR-IIIi-j-12
4 Read a short story consisting of • Read a Leveled Reader
short e words and sight words
• Composing: Writing a recipe

QUARTER 3 WEEK 26

2. Composing Activity: Writing a List of 2. Composing Activity: Writing a List of

Products in the Community Products in the Community
• Teacher assigns composing activity: writing a • Pupils fill in the blanks to write a list of
list—two levels products in the community
• Teacher invites pupils to share their letters in • Pupils show their works to each other in
groups of four groups of four and talk about them
2. Leveled Reader: Fruits and Trees 2. Leveled Reader: Fruits and Trees
PY
• Teacher unlocks unfamiliar words and • Pupils review words that are unfamiliar
expressions
• Pupils share experiences related to the story.
O They talk about the cover of the story and set
interests about the story a purpose for reading.
C
• Teacher guides pupils to read the text • Pupils read the text in pairs
D
After Reading Activities: Group Work After Reading Activities: Group Work
E
EP
D
• Teacher conducts a/an game • Pupils practice using the a/an by playing
a game
words (this, it, a, from, an)
interests about the story


stories consisting of short vowel
words with appropriate speed,
accuracy, and proper expression
WC • Show understanding of a story
listened to by completing a recipe*
PY
O
C
WC • Show understanding of a story by • Leveled Reader: Fruits and Trees

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completing a recipe*
• Sight words
S • EN2S-IIId-j-3
E
Spell words with short e sound in • Read a Leveled Reader

CVC pattern
EP
D

QUARTER 3 WEEK 26

3. Group Work: Leveled Reader 3. Group Work: Leveled Reader
4. Discussing the Leveled Reader: Fruits and 4. Discussing the Leveled Reader Fruits and Trees
Trees
• Pupils answer questions to relate story to
• Teacher asks questions to help pupils relate one’s experience
story to one’s experience
5. Composing Activity: Recipe
5. Composing Activity: Recipe
• Pupils listen to teacher
• Teacher models how to write a recipe using
6. Group Work
a product from their community and assigns
PY
reading short e story
6. Group Work
O
reading—short e story
C
D

Short Vowel Words Vocabulary Short Vowel Words Vocabulary
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LM p. 268 “We Can Do It” LM p. 268 “We Can Do It”

LM p. 269 “I Can Do It” LM p. 269 “I Can Do It”
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Spelling Spelling
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• Level 1: Reread Leveled Reader: • Level 1: Reread Leveled Reader:

Fruits and Trees Fruits and Trees
• Level 2: Complete writing activity • Level 2: Complete writing activity
• Teacher invites pupils to share what they • Pupils share what they have learned about the
have learned about the products in their products in their community
community
• Teacher invites pupils to choose something independently or in pairs
to read independently or in pairs
NOTES
DAY OBJECTIVES
1
videos, and other age-appropriate publications
a. Identify the problem and solution
b. Retell a story listened to
• Write a list*
• EN2PWR-IIId-f-9 Read sight words
1
PY
ON-GOING ASSESSMENT
NOTE TO TEACHER During Week 26, the teacher observes five pupils per day during
English period and assesses their Phonological Awareness
O
During Week 26, the
competencies using this table:
teacher observed 25 pupils
C
per week for a total of 50 1 2
pupils observed over a Does not Identifies and
two-week period. If he or
D
Identifying/producing identify or produces

she has 60 pupils, he or she PA sounds/rhymes/ produce target sound,
can observe six a day. It is syllables
E
target sound, rhymes,

not wise to observe more rhymes, syllables
EP
than six a day. syllables
2 ROUTINE
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NOTE TO TEACHER a. Poem: “Let’s…”

Teacher should have a poem Pupils recite and do movements as a class.
written on chart.
b. Retelling of Read Aloud Story: Go!

• Teacher tells pupils they will retell the Read Aloud story, Go!
He or she puts pupils in pairs. Then, he or she shows pupils the
book one page at a time and asks the pairs to discuss what is
happening. After each page, teacher asks a few pairs to share.
• Teacher chooses a few pages to read and asks pupils what words
rhyme.
Example: ball, all right, might
QUARTER 3 WEEK 26
c. Sharing Information NOTES
Teacher asks: What is the problem in this story? Why is Jack so

tired and not hungry at the beginning of the story?
He or she lets pupils talk about this in pairs. Then, he or she BRIDGING
picks 1–2 names from the box or bowl. These pupils will share in
front of the class. He or she asks them to think about what Jack When pupils are retelling
does that is not healthy and what are some of the solutions. He or a story or sharing
she lets pupils talk about this in pairs. Then, he or she picks 1–2 information, let them use
names from the box or bowl. These pupils will share in front of words or expressions in
the class. Mother Tongue or Filipino
3
COMPOSING ACTIVITY: WRITING A LIST
• Teacher tells pupils that they will write a list. They will write a list English.
of the problems and the solutions for Jack.
PY
• Teacher asks questions to help pupils generate a list of problems:
What does he eat? What does he like to do? As the pupils give their
answers, teacher writes their answers on the board. O
Example: He eats chips.
He watches television.
C
Etc.
• Teacher shows pupils how to write a list in two columns of

problems and solutions.
D
PROBLEMS SOLUTIONS
E
(1) Jack eats chips. (1) Jack will eat potatoes.

EP
(2) Jack watches television. (2) Jack will play outside.

(3) Jack listens to music.
(4) Jack eats sweets.
D
NOTE TO TEACHER
• He or she uses a big sheet of paper to show pupils how to write a Teacher should have a
list. Together they compose a list of Jack’s problems and solutions. large piece of paper and felt
Then he or she says that in the next lesson, they will write a list of markers.
products in the community and what we do with them.
4 SIGHT WORDS: THIS, IT, A, FROM, AN
• Teacher writes the words this, it, a, from, an on the board.

Teacher points to each one and reads them with the pupils. He or
she then plays the game “Buzz.” He or she points randomly (not
in order) at each word, saying “buzz,” and the pupils have to say
the word he or she is pointing to. He or she goes faster and faster.
• Teacher asks a pupil to volunteer to lead the game “Buzz.”
NOTES
5 `CONCLUDING THE SESSION
Teacher tells pupils to ask their family members about products in

the community for the list they are going to write. What products
come from their community and what do they do with each one?
Example: Coconut Juice
DAY OBJECTIVES
2
PY
• EN2V-IIId-j-20 Give the meaning of short e and other short vowel words
O
• EN2LC-IIId-e-2.4 Use personal experiences to make predictions about text
viewed and listened to
• Write a list*
C
D
1 ROUTINE
E
EP
a. Poem: “Let’s…”
D
b. Meaning of Words with Short Vowels

BRIDGING
• Teacher asks pupils to complete the activities: “We Can Do It”
Review the short vowel and “I Can Do It” in the Learner’s Material, p. 257.
sounds and help pupils
• Pupils complete the exercises. Pupils share their answers with their
remember by making the
partners. Teacher and pupils check the answers together.
connection with similar
sounds in Filipino.
Teacher asks pupils to discuss in pairs information about the
products in their community and what they do with each one
(Homework from Day 1). He or she gives them a sentence frame
to complete. In the community, we have ________________,
and we make __________. Then, he or she picks 1–2 names
QUARTER 3 WEEK 26
NOTES
2 COMPOSING ACTIVITY: WRITING A LIST
• Teacher brings out the two-column list written from Day 1. He

or she tells pupils that they will write their own lists, but this time
they will write a list about the products in the community and
what they make from these. Each pupil writes his or her own list.
• Teacher asks questions to help pupils generate a list. He or she

divides the board in half and asks pupils for words of products
and writes their answers on the left side of the board. Then, for
each product he or she asks them what you can make with it.
Example: Trees wood to build
Level 1: Teacher drafts a sample list and asks pupils to fill in the
blanks.
PY
Example: O
WHAT WE
DRAWING PRODUCTS
MAKE
C
(1) Coconut
E D
(2) Fish Soup

EP
(3) Trees
D
Level 2: Teacher asks pupils to draft a list of three items on their

own.
Teacher tells pupils to finish their lists as homework. Pupils who

have finished their lists will share their work in groups of four.
NOTES
DAY OBJECTIVES
3
• EN2V-IIId-j-20 Give the meaning of short e and other short vowel words
• EN2RC-IIId-e-2.10 Note details in sentences and stories (controlled words,
short e, a.. .) that they read
• EN2G-IIIf-9.2 Use of a/an + noun
1 ROUTINE
a. Sharing Homework
Teacher asks a few pupils to come to the front and share their lists
about products in their community. He or she then collects the
lists and will later put them up on the wall for display.
PY
BRIDGING b. Sharing Information
When pupils name
O
Teacher asks pupils about the fruit trees that grow in their
interesting places in Mother community. He or she tells them to think about all the places they
Tongue or Filipino, teacher know and the kind of trees there are. He or she lets pupils talk
C
models how to say the in pairs. Then, he or she picks 1–2 names from the box or bowl.
words in English. These pupils will share in front of the class.
D
c. Poem: “Let’s …”
E

EP
d. Speech Sounds: "Short Vowel"

D
• Teacher then asks pupils to complete the activities: “Let’s Aim It”
in Learner’s Material, p. 199, “We Can Do It,” pp. 200-201.
• Pupils complete the exercises. Pupils share their answers with their
partners. Teacher and pupils correct their answers together.
2 LEVELED READER: FRUITS AND TREES
• Teacher distributes the Leveled Reader, Fruits and Trees, and asks
questions.
QUARTER 3 WEEK 26
• Teacher asks pupils to read the title. Then, he or she asks pupils to NOTES
discuss in pairs what they think the book will be about. He or she
picks a few pairs to answer the questions.

Teacher explains a few words and expressions: coconut, mango,
banana, papaya, comes from.
c. Setting the Scene

Teacher says: What is your favorite fruit? Why?
Teacher tells pupils they are going to read the story about fruits
and where they grow.
DURING READING
PY
• Teacher asks what the title is and confirms that the title of the NOTE TO TEACHER
story is Fruits and Trees. Teacher asks who the author is and
confirms that the author is Yvette Tan. Teacher asks who the Take this opportunity to
illustrator is and confirms that the illustrator is Ryan Bordadora. work with struggling pupils
O in the class, assess their
He took the photos in the story.
progress, and take note of
C
• Teacher asks pupils to read the story in pairs. observations. For pupils
• Teacher goes around and listens in as they read.
some words, guide pupils by
D
letting them do either of the

AFTER READING: GROUP WORK following or a combination
E
of the following until the

• (Level 1): Teacher asks pupils to look at the text in pairs and pupil is able to read the
EP
identify words that are the same on each page. They do this while word:
he or she works with Level 2 group. (1) Check the picture for
• (Level 2): Teacher asks pupils questions about the text. What is the clues
D
story about? What fruits are in this book? Do you have any of these trees at (2) Sound the letters of the
home? In your community? Teacher lets pupils talk in pairs. Teacher word and try to blend the
asks them to complete a sentence frame: I have _________ at my letters and read the word
house and there are __________in my community. If they have (3) Check if the word said is
time they can draw the different trees. appropriate for the text
• (Level 1): While Level 2 pupils are working on their writing, sentence is: “The dove flew.”
teacher writes the word coconut on the board. For each word, the the pupil may say: “The dog
teacher asks pupils about beginning letters and sounds and end flew.” Teacher asks the pupil
letters and sounds, and together they decode the word coconut. if it makes sense that dogs
• Teacher points out to pupils that on some of the pages, the fly. Then he or she lets the
sentence is almost the same. He or she asks them which pages pupil try again.
begin with the words, “This is.” Then he or she asks them which
pages begin with the words, “It comes from.”
NOTES • The teacher leads Level 1 pupils through each page of the book,
NOTE TO TEACHER asking them to describe the picture: What fruit is it? What kind of tree
If pupils mention trees and is it? He or she asks them to read the page to themselves. Then he
fruits that are not in the or she reads it and has them follow with their finger.
story, give them the words • When they have finished the story, the teacher reads the book
in English. page by page and has the pupils echo read each page.
3 USE OF A/AN + NOUN
Teacher asks pupils: When do we use a and when do we use an before

a noun?
• Teacher writes the following words on the board and asks pupils
to write if it is a or an before the word.
• The class corrects together. Then, they identify which of these

foods are healthy.
PY
1. ___ apple 8. ___ lychee
2. ___ avocado 9. ___ mango

O
3. ___ banana 10. ___ watermelon
4. ___ coconut 11. ___ orange

C
5. ___ durian 12. __ papaya
D
6. ___ lanzones 13. ___ pineapple
7. ___ lemon 14. ___ dragon fruit

E
EP

D
Teacher tells pupils to ask their family members for recipes made
from fruits like papaya? Bananas? Mangoes? Coconut? Any other
fruit?
QUARTER 3 WEEK 26
NOTES
OBJECTIVES DAY
•
•
•
EN2S-IIId-j-3 Spell words with short e sound in CVC pattern
EN2V-IIId-j-20 Give the meaning of short e and other short vowel words
EN2PWR-IIId-f-9 Read sight words
4
• EN2PWR-IIIi-j-12 Read a short story consisting of short e words
and sight words
• EN2F-IIIa-b-2.11 Read aloud phrases, sentences, and stories consisting
of words with short vowel sounds and with appropriate speed, accuracy,
1 ROUTINE
Teacher asks pupils to share information about recipes from the BRIDGING
PY
Day 3 homework. Teacher lets pupils talk in pairs. What recipe do When pupils are sharing
you have? What is in this dish? He or she gives them a sentence frame information, let them use
to complete. I have a recipe for _______, it has _______ in it. words or expressions in
O
Then, he or she picks 1–2 names from the box or bowl. These Mother Tongue or Filipino
pupils will share in front of the class. or let them show you with
C
b. Letter Sounds that is easier, then model
D

• Teacher holds up cards with simple CVC words with short vowel English.
sounds.
E
• He or she asks pupils to read it silently, and then tell their partners
EP
what the word is. He or she asks a few pairs to share their answers.
2 SIGHT WORDS: IT, AN, FROM, AN, IT

D
“buzz,” the teacher will point to a word and the pupils will say the NOTE TO TEACHER
word. Teacher should have flash
• Teacher asks volunteers to come to the front and lead the game. cards ready.
• Teacher may make the game harder by adding more sight words
previously learned.
3 GROUP WORK: LEVELED READER:

FRUITS AND TREES
• (Level 2): Teacher tells pupils to bring out their sentences and
drawings from Day 3. They can trade and read each other’s writing
in groups of four. They will do this while he or she works with
Level 1 group.
NOTES • (Level 1): Teacher reviews the Leveled Reader, Fruits and Trees
with pupils and asks them questions about the text. What is the
story about? What fruits are in this book? Do you have any of these trees at
home? In your community? Teacher lets pupils talk in pairs. Teacher
asks them to complete a sentence frame: I have _________ at my
house and there are __________ in my community. If they have
time, they can draw different trees. He or she tells that when they
are finished they can exchange and read each other’s written work
in groups of four.
• (Level 2): While the Level 1 pupils are working on their writing,
teacher asks pairs to read the story silently. Teacher asks pupils
what they notice about the sentences on each page. Are some pages
almost the same? Which ones? What words do they recognize easily?
asking them to describe the picture: What fruit is it? What kind of
tree is it? Then he or she asks them to read the page to themselves.
When they have finished the story, the teacher reads the book
PY
page by page and asks the pupils to echo read each page.

O
FRUITS AND TREES
C
Teacher asks pupils to identify the trees in the story. Although they are
not in the story, can you think of other trees or plants that give food? Teacher
D
lets pupils talk in pairs. Then, he or she picks pairs to answer.
5
E
COMPOSING ACTIVITY: A RECIPE

EP
• Teacher reminds pupils about the main parts of a recipe.
Teacher asks: What recipes did you get from a family member?
D
• He or she writes their ideas on the board in three parts:
a. The title of the recipe

b. The ingredients they will need
c. The equipment they will need
• He or she explains and writes the different words they will need
for ingredients and for equipment in columns on the board.
Pupils can locate the words they need.
QUARTER 3 WEEK 26
NOTES
Ginataan
Ingredients:
Equipment:
6 GROUP WORK

PY
Level 1: Pupils begin their recipe. Teacher goes around the class
and assists.
Level 2: Pupils read different texts in pairs to increase their

fluency:
O
–– The Leveled Reader, Fruits and Trees
C
–– The poem “Let’s…”
–– The story on page 242 of the Learner’s Material
D
• They read the text faster and faster: one reads while the other
counts or watches the clock and they try to read it faster each
E
time they try.

EP
• They read it backwards (Example: coconut a is this).
• They read words randomly: one points to words at random

and the other reads them as fast as possible.
D
Teacher asks pairs to practice their spelling of short e words at home. SHORT e
They use the same list in Day 4 Week 25.
net, let, ten, jet, yet, egg, yes,
• They look at the word. pen, get, bed, set, beg, hem,
• They cover the word. hen, leg, wed, pet, wet, vet
• They write the word.
• They check to see if they wrote it correctly.
NOTES
DAY OBJECTIVES
5
• Show understanding of a story listened to by completing a recipe*
1 ROUTINE
a. Assessment
SHORT e Teacher asks pupils to complete the section, “I Can Do It” on
net, let, ten, jet, yet, egg, yes, p. 269 of the Learner’s Material.
pen, get, bed, set, beg, hem,
PY
hen, leg, wed, pet, wet, vet b. Spelling
Teacher gives a spelling test on short e words from the list given in
Day 4 Week 25.
O
C
2 GROUP WORK
D

E
Level 2: Pupils begin writing their recipe. Teacher goes around

EP
and assists.

D
fluency:
–– The Leveled Reader, Fruits and Trees

–– The poem “Let’s…”
–– The story on page 242 of the Learner’s Material
time they try.

QUARTER 3 WEEK 26
NOTES

about products in their community.
4 INDEPENDENT READING
PY
O
C
E D
EP
D
QUARTER 3 WEEK 27
WEEK
27
TEACHER’S GUIDE
GRADE 2
PY ENGLISH
O
C
D
THEME: : HELPING PEOPLE

E
READ ALOUD STORY: TIGHT TIMES

EP
D

ENGLISH
Theme: Helping People

Read Aloud Story: Tight Times (Author: Janette C. Patindol; Illustrator: Sergio T. Bumatay III)
• Poem or song
Produce the sounds of English knowledge and spelling games
G • EN2G-IIIh-3.4
Use common action words in
Daily
retelling, conversations, etc.
PY
S • EN2S-IIId-j-3
Spell CVC short vowel words
O
C
D
V • EN2V-IIIa-b-13.1 • Read Aloud Story: Tight Times

E

EP
and context clues

G • EN2G-IIIh-3.4
D

QUARTER 3 WEEK 27

• Teacher asks questions allowing pupils to talk • Pupils talk about helping people
about helping people
b. Poem or Song
b. Poem or Song
• Teacher introduces a poem or song that
pupils will learn
c. Vocabulary, Spelling, and Grammar Games
PY
(choral reading, echo reading etc.) • Pupils practice short vowel sounds or
elements of speech by playing a game
c. Vocabulary, Spelling, and Grammar Games
O
• Teacher conducts games to practice rhymes
with short /e/and other short vowel words
C
• Teacher introduces a game to practice short
vowel sounds or elements of speech
D
2. Read Aloud Story: Tight Times 2. Read Aloud Story: Tight Times
E

EP
D
• Teacher introduces a game to practice new • Pupils play a game using words, phrases, or
vocabulary and structures expressions that are unfamiliar
• Teacher leads a vocabulary activity • Pupils practice vocabulary by playing a game
• Teacher gives homework • Homework: Pupils talk about helping people

in their community

RC • EN2RC-IIId-e-2.4 • Read Aloud Story: Tight Times
Identify the basic sequence
of events and make relevant
predictions about stories
LC • EN2LC-IIIh-3.1
Identify important details in
expository text listened
PY
O
C
D
OL • EN2OL-IIIg-1.16 • Read Aloud Story: Tight Times

Create and participate in oral
• Sequence of events
E
dramatic activities
RC • EN2RC-IIId-e-2.4 • Action words
EP

D
3
G • EN2G-IIIh-3.4

QUARTER 3 WEEK 27

1. Routine 1. Routine
(refer to the Daily Activities) (refer to the Daily Activities)
2. Read Aloud Story: Tight Times 2. Read Aloud Story: Tight Times
• Teacher asks questions about people in the • Pupils share experiences related to the story.
community that help others They talk about the cover of the story, and
make predictions.
that are unfamiliar
expressions
pauses for pupils to predict possible ending After Reading Activities
PY
After Reading Activities • Pupils answer questions about the story
• Teacher asks questions about the story: who, 3. Concluding the Session
what, where, when and asks pupils to identify
O
important details
C

D
E
Tight Times Tight Times

EP
• Teacher shows pictures to help pupils retell • Pupils discuss sequence of events as they
the Read Aloud story happened in the story
D
Tight Times Tight Times
them to identify the title, author, illustrator, identify the title, author, and illustrator and
and tell what they do tell what they do
• Teacher asks pupils about their predictions

V –and
Vocabulary
tells themDevelopment LC –for
to watch and listen Listening Comprehension RC – Reading Comprehension
ATR – Attitude
characters, Towards
incidents, andLanguage, help and Literature SS – Study Strategies
Literacy,
setting that
* –make
Basa-added Objective
predictions
G • EN2G-IIIg-3.1 • Short vowel words

Identify action words
• Action words
PY
stories with appropriate speed,
4
O
C
E D
OL • EN2OL-IIIg-1.16 • Read Aloud Story: Tight Times

EP
• Composing Activity: A diary entry

dramatic activities
G • EN2G-IIIg-3.1
D
5
WC • Write a diary entry*

QUARTER 3 WEEK 27

comprehension
• Pupils discuss details in the story
• Teacher asks questions about the sequence
• Pupils discuss the story and sequence of
of events
events
• Homework: Pupils talk about helping people
in the community
Assessment Focus: Action Words Assessment Focus: Action Words
PY
• Teacher rereads Read Aloud story, • Pupils identify action words in the Read Aloud
Tight Times and pupils identify action words story, Tight Times and mime the actions
O
3. Fluency: Practice Reading the Poem 3. Fluency: Pupils Practice Reading the Poem
“Let Me Help You” “Let Me Help You”
C
D

in the community
E
Assessment Focus: Action Words Assessment Focus: Action Words
EP
2. Composing Activity: Diary 2. Composing Activity: Diary
3. Concluding the Session: Sharing and Reading • Pupils write a diary entry for when you
D
helped someone
and writing in groups of four 3. Concluding the Session: Sharing and Reading

NOTES
DAY OBJECTIVES
1
• EN1G-IIa-e-3.4 Use common action words in retelling, conversations, etc.
NOTE TO TEACHER
During Week 27, the During Week 27, the teacher observes five pupils per day during
teacher will observe another English period and assesses their Listening Comprehension
five pupils per day for a total competencies using this table:
1 2
a two-week period. If he or
PY
she has 60 pupils, he or she Is not able to Is able to
can observe six in a day. It LC Retelling a story retell a story retell the main
is not wise to observe more events in a
than six in a day.
O story
2
C
ROUTINE
D
BRIDGING • Teacher explains that the weekly theme will be Helping People.
E
When pupils are sharing In English, we will study ways to say how we can help people in
EP
information, let them use need.

words or expressions in Teacher lets pupils talk about this in pairs: Do you help at
Mother Tongue or Filipino home? Do you help some of your friends? Who do you help? What do you do
D
or let them show you with to help? Then, he or she picks 1–2 names from the box or bowl.
gestures and movements These pupils will share in front of the class.
if that is easier, then model
English. b. Poem: “Let Me Help You”
• Teacher introduces the poem, “Let Me Help You” that pupils can
learn. He or she explains a few words and expressions such as:
fix, pile up sticks, deal.
QUARTER 3 WEEK 27
NOTES
“Let Me Help You” NOTE TO TEACHER
Let me help you this morning Teacher should have a poem

Let me help you this afternoon written on a chart.
Let me help you this evening
Let me help you under the moon.
I can walk, I can talk

I can get what you need
I can fix, pile up sticks
I can help with great speed.
Let me help you this morning

Let me help you this afternoon
Let me help you this evening
Let me help you under the moon.
I can help carry water
PY
I can run, get the doctor
I can cook you a meal
I can help, it’s a deal!
O
C
c. Sight Words
• Teacher plays the game “Buzz” with words studied before. He NOTE TO TEACHER
D
or she holds up flash cards (not in order) for each word, saying
“buzz,” and the pupils have to say the word on the card. He or she Teacher should have flash
E
goes faster and faster. cards ready.

EP
• Teacher asks a pupil to volunteer to lead the game, “Buzz.”
3 READ ALOUD STORY: TIGHT TIMES

D

Teacher explains the following words and expressions and asks BRIDGING
questions. Pupils answer in complete sentences using the frame
When explaining new
provided with prepositional phrases.
(1) tight times, tough Use hand gestures and
movements as much as
Teacher says: Sometimes families have less money than usual. It possible.
could be because someone lost his or her work, or there was a typhoon, or
someone is sick. When families go through a period with less money, we
say “the times are tight, or tight times.”
Do you remember when times were tight? What happened?
NOTES Example:
“After the typhoon, times were tight. When my grandfather was

sick, times were tight.”
After ________________, times were tight.

When ________________, times were tight.
Teacher says: When the times are difficult we say, the times are
tough. That means that everything is harder.
(2) complaining
Teacher says: When you are not happy with something and you want
to tell someone, you complain. For example, if you bought a shirt and
realized that it has a hole, you go back to the store and complain. Or if you
are tired and hungry, sometimes you complain.
Do you complain? When?
When ______________, I complain.
PY
(3) being thankful, being grateful
Teacher says: Even though times may be tough, there is always something
O
to be thankful for or grateful for. We are thankful for health, life,
love, our blessings and what we have.
C
Example:
“I am thankful that I get to teach such wonderful pupils. What are

D
you thankful for?”

E
I am thankful ________________.
BRIDGING
EP
(4) heaping spoonful
Some words are easy to
Teacher says: When you use a spoon and you put a lot in the spoon, we
explain by showing the
say it is a heaping spoonful. Some people put a heaping spoonful of
picture in the book
D
sugar in their tea. When do you use a heaping spoonful?
When I _______________, I use a heaping spoonful.
(5) taste
Teacher says: When you eat something, sometimes you like it and
sometimes you don’t. That is your taste. Like your eyes that see and your
ears that hear, your mouth tastes. So when you try a new food or drink,
we say: “You taste it.” That is because it is the first time that you eat that
food or drink that drink.
(6) yummier
Teacher says: Children make up all kinds of words, and when you really
like a food or drink, you say it is yummy. What food do you think is
yummy?
I think _____________ is yummy.
QUARTER 3 WEEK 27
So when you think a food or drink is better than another, you say it is NOTES
yummier.
Example: “I think ice cream is yummier than cake!”
What food or drink do you think is yummier than another?
I think ______________ is yummier than _______________.
(7) treat
Teacher says: When you get something special, you say it is a treat.
For example, if your mother takes you to the park, it is a treat. When
you get an ice cream, it is a treat. Usually, you have to be good to get a
treat.
Do you get treats when you behave well? Or get good marks at school?
Or help and work at home? What do you get?
When I _________________, I get a treat.
PY
b. Treats
Teacher explains that they will pretend they are NOT having a
O
tight time. Each pupil in turn contributes a treat that they will add
and they all try to repeat the treats that were said.
C
Teacher begins the game: I got a treat, I got an orange.
Pupil 1: I got a treat, I got an orange and I went to the beach.

D
All pupils: I got a treat, I got an orange and I went to the beach.
E
Pupil 2: I got a treat, I got an orange, I went to the beach and got an ice
cream.
EP
All pupils: I got a treat, I got an orange, I went to the beach and got an ice
cream.
D
And so on!
Teacher tells pupils to ask their family members if they know of

anyone helping other people. What was the problem and what did
the people do to help?
NOTES
DAY OBJECTIVES
• EN2A-IIIa-e-I Participate/engage in a read-along of texts
2
• EN2G-IIIh-3.4 Use common action words in retelling, conversations, etc.
• EN2RC-IIId-e-2.4 Identify the basic sequence of events and make relevant
• EN2LC-IIIh-3.1 Identify important details in expository text listened
1 ROUTINE
• Teacher lets pupils talk in pairs. Do you know anyone helping other
people? What was the problem and what did the people do to help?
PY
(Homework from Day 1)
• He or she gives then an example: When the Karuna family had twins,
the neighbors brought food.
O
• He or she gives them a sentence frame to complete. When
_____________, the _____________. Then, he or she picks 1–2
C
names from the box or bowl. These pupils will share in front of
the class.
D
b. Poem: “Let Me Help You”

E
• Teacher asks pupils to think about the words in the poem,

EP
“Let Me Help You.”

D
c. Speech Sounds
• Teacher takes away/covers the poem. He or she then asks pairs
to discuss which word has the same ending as the word morning.
Then, he or she asks what the end sound is. (ing)
• He or she asks a few pairs to share their answer. Then, he or she

continues the game with the following words and asks which word
rhymes with them: walk, need, fix, meal, car, stop.
QUARTER 3 WEEK 27
NOTES
2 READ ALOUD STORY: TIGHT TIMES
• Teacher shows the cover of the Read Aloud story, Tight Times
and asks a pupil to read the title. He or she asks another pupil
to read the author’s name and another to read the illustrator’s
name. He or she then asks pupils to describe what they see on the
cover. He or she asks pupils what tight times means.
• Then, he or she asks pairs to discuss: Who do you see on the cover?
What do you think will happen in this story titled Tight Times with a
mouse on the cover? He or she asks a few pairs to share their answers.
• Teacher opens the Read Aloud story, Tight Times to pages 2 and 3
and asks pupils to describe what they see. He or she asks pairs to
PY
discuss: Whose house are we looking at? What kind of day is it, can you see
out the window? He or she asks a few pairs to share their answers.
Teacher asks: What do you think will happen? (Then, he or she

O
asks pupils to discuss and share in pairs.)
C
Teacher asks pupils to look at pages 8 and 9 and asks
pairs to discuss: Look at the four mice, what are they doing? I think
they used to have their own drinks, and now they are sharing the only one
D
they have. What do you think will happen in this story? (He or she asks a
few pairs to share their answers.)
E
EP

• Teacher tells pupils they are going to read the story about this
family of mice. But first, they will mime a few actions that are in
D
the story. He or she says the action words and pupils mime the
actions and repeat the action words. He or she helps pupils with
the movements.
Example: eat, drink, find, fix, clean, help someone, knead dough,
draw, strum the guitar, dance, twirl, share
DURING READING
Teacher reads the story Tight Times to the pupils.
AFTER READING
• Teacher goes back to certain pages and checks for understanding:
Who tells the story?
NOTES Where does the story take place?
What happened to Papang? So what does the mouse family have to do?
How do the mice change the way they do things? Give some examples.
Why do you think he says they are thankful?
What do they do for Mamang’s birthday?
What does the neighbor do to help?
What happens in the end?
Aloud story, Tight Times.
DAY
PY
OOBJECTIVES
3
C
• EN2S-IIId-j-3 Spell CVC short vowel words
D
• EN2OL-IIIg-1.16 Create and participate in oral dramatic activities

E

EP
1 ROUTINE
D
BRIDGING Teacher lets pupils talk in pairs. Do you like the story Tight Times?
When pupils are sharing Why? Why not? He or she gives them a sentence frame to complete.
information, let them use I like the story because _____. I don’t like the story because
words or expressions in _____________. Then, he or she picks 1–2 names from the box
Mother Tongue or Filipino or bowl. These pupils will share in front of the class.
gestures and movements, b. Poem: “Let Me Help You”
c. Spelling Words with Short Vowel Sounds

• Teacher writes the word jet on the board and asks pupils: How
would we write the word got?
QUARTER 3 WEEK 27
He or she asks pairs to discuss. He or she asks a few pairs to share NOTES
their answers. He or she then writes the word not under the word
got and asks what letter did we change to have a different sound?
• Teacher repeats this with the words: can, pan and asks: What letter
did we change to have a different sound?
• Teacher repeats with the words: pan, pat and asks: What letter did
we change to have a different sound?
• Teacher continues with pat, pet…pet, peg…peg, leg…leg, log…log, dog.

TIGHT TIMES
• Teacher shows the pictures of the Read Aloud story, Tight Times
one by one and calls on pupils to say what happened. As they retell
the story, the pupils act out the actions.
PY
3 READ ALOUD STORY: TIGHT TIMES O
C
D
the questions.

E
What do you call the words like Tight Times on the cover ?
EP
What is the English word for the person who writes the book?
Who is the author?
D
What is the English name of the person who makes the illustrations?
DURING READING

points to ask questions.
• Teacher explains that they will pause and check the words and
pictures to notice the details. He or she pauses and asks questions
about the details. He or she asks pairs to discuss and picks
Pages 8–9: What did the mice eat and drink?
Pages 14–15: What does the family do for Mamang when she comes
home?
NOTES Pages 16–17: What do they do instead of going to the mall? Why do you
think they don’t go to the mall anymore?
Pages 18–23: What did they do on Mamang’s birthday?
Pages 24–25: What did the neighbor bring?
AFTER READING
• Teacher lets pupils talk in pairs. What happened to the mouse

family? Why were they having tight times? How did they feel?
• He or she gives them a sentence frame to complete. When they

had hard times, the mouse family felt ____________________.
• He or she picks a few pairs to answer the questions. Then, he or

she continues the discussion: What happened after Papang lost his job?
Then what happened? What happened after that? What happened at the end?
• He or she gives them sentence frames to complete.
PY
First, __________________.
Then, ___________________.
O
After that, _____________________.
At the end, ____________________.

C
• He or she picks a few pairs to answer the questions. Then, he or
she continues the discussion: Do you think Papang is a good mouse?
D
Why do you think that? Teacher gives them a sentence frame to

complete.
E
Papang is a good mouse because___________.

EP
4
D
Teacher tells pupils to ask their family members if they have ever
helped anyone. What happened and what did they do to help?
QUARTER 3 WEEK 27
NOTES
OBJECTIVES DAY
4
• EN2G-IIIg-3.1 Identify action words
• EN2F-IIIa-b-2.11 Read aloud phrases, sentences and stories consisting
of short /e/words with appropriate speed, accuracy, and proper expression
1 ROUTINE
• Teacher lets pupils talk in pairs. Have you or your family ever helped
anyone? What happened and what did you do to help? (Homework from
PY
Day 3)
• He or she then gives an example: When Kiko was sick, I told him what
the homework was.
O
• He or she gives them a sentence frame to complete.
C
When _____________, _____________. Then, he or she picks
of the class.
D
b. Poem: “Let Me Help You”

E

EP
c. Spelling
D
• Teacher asks pairs to practice spelling words of short vowel

SHORT VOWEL WORDS
sounds. He or she gives them a list of words to practice.
got, not, hot, hop, job, can,
had, his, fix, big
(3) They write the word.They check to see if they wrote it

correctly.
2 ACTION WORDS
Teacher reads the Read Aloud story, Tight Times. He or she pauses
for pupils to identify the action word and then they say it and mime
the action.
NOTES
3 FLUENCY: READING THE POEM,

“LET ME HELP YOU”
• Pupils read the poem “Let Me Help You” in pairs to increase their
fluency.
reads while the other counts or watches the clock and they try
to read it faster each time they try while still practicing their
intonation.

member. Teacher also tells pupils to ask their family members if
anyone has ever helped them, what help did they need, and what did
PY
the people do to help.
O
DAY OBJECTIVES
C
5
D

E

EP
• EN1G-IIa-e.5 Identify action words

• Write a diary entry*
D
1 ROUTINE
• Teacher lets pupils talk in pairs. Do you know anyone who helped you
or your family? What help did you need and what did the people do to help?
(Homework in Day 4)
• He or she gives them an example: When we had the heavy rains, people
gave us clothing.
• He or she gives them a sentence frame to complete.

When _____________, _____________. Then, he or she picks
of the class.
QUARTER 3 WEEK 27
b. Poem: “Let Me Help You” NOTES
Pupils recite and do movements as a class. Teacher asks them

what the action words are and asks them to mime the action.
c. Spelling
• Teacher asks pairs to practice their spelling of short vowel words.
They use the same list as Day 4. SHORT VOWEL WORDS
(1) They look at the word. got, not, hot, hop, job, can,
had, his, fix, big
PY
O
• Teacher tells pupils that the Read Aloud story, Tight Times was like
a little diary, where you write down what is happening to you and
C
your family. He or she reminds them of the diary entry they are
writing in Filipino, and tells them they will write one in English as
well.
D
• Teacher asks pairs to discuss: What do you have to be thankful or

E
grateful for?
EP
Example: Dear Diary, I am thankful/grateful for ___________.
• Teacher tells pupils to draw a picture and complete the sentence

frame.
D
• Teacher reminds pupils to put the date above the entry and sign
their diary at the end.
QUARTER 3 WEEK 28
WEEK
28
TEACHER’S GUIDE
GRADE 2
PY ENGLISH
O
C
THEME: HELPING PEOPLE

D
READ ALOUD STORY: TIGHT TIMES

E
LEVELED READER: TODAY IS MOVING DAY

EP
D

ENGLISH
Theme: Helping People

Read Aloud Story: Tight Times (Author: Janette C. Patindo; lIllustrator: Sergio T. Bumatay III)
Leveled Reader: Today is Moving Day (Author: Ani Rosa Almario; Illustrator: Rea Diwata Mendoza)
• Poem or song
G • EN2G-IIIh-3.4
PY
Daily retelling, conversations, etc.
G • EN2G-IVg-h-7
Use prepositional phrases in
constructing simple sentences
O
C
OL • EN2OL-IIIh-j-1.6
D
Dramatize familiar stories, rhymes,

and poems
E
LC • EN2LC-IIIi-j-2.6 • Read Aloud Story: Tight Times

EP
Retell and/or reenact events from a

• Sight words
story
D

• EN2PWR-IIIc-d-3
I Read words with short vowel
sounds in CVC pattern

QUARTER 3 WEEK 28

• Teacher asks questions allowing pupils to talk • Pupils talk about helping people
b. Poem or Song
b. Poem or Song
PY
c. Alphabet Knowledge/Phonics and Word
c. Alphabet Knowledge/Phonics and Word
Recognition Games and Activities
Recognition Games and Activities
• Pupils practice spelling and reading short
• Teacher conducts games to practice spelling
O
vowel words
short vowel words
C
• Teacher introduces activities to develop
activities
vocabulary
E D
EP
• Teacher walks class through a retelling of • Pupils retell the Read Aloud story,
D
the Read Aloud story, Tight Times, showing Tight Times, then they dramatize it
pictures
3. Sight Words
• Teacher leads pupils through a dramatization
• Pupils practice reading sight words
of the Read Aloud story, Tight Times
(today, is, help, one, two, three) by playing
3. Sight Words a game
• Teacher introduces a game to practice sight

words (today, is, help, one, two, three)

LC • EN2LC-IIIi-j-2.6 • Read Aloud Story: Tight Times

story
PY
O
RC • EN2RC-IIIf-h-2.17 • Leveled Reader: Today is Moving Day
C
Answer questions to clarify
understanding before, during, and
after reading
D

E
EP
D
• EN2RC-IIId-e-2.4
QUARTER 3 WEEK 28

4. Spelling: Short Vowel CVC Words 4. Spelling: Short Vowel CVC Words
5. Concluding the Session • Pupils practice spelling short vowel CVC

words
• Homework: Pupils ask their family members

2. Retelling the Read Aloud Story: Tight Times 2. Retelling the Read Aloud Story: Tight Times
3. Composing Activity: Writing a complete 3. Composing Activity: Writing a complete

sentence with a prepositional phrase sentence with a prepositional phrase
• Teacher assigns composing activity: Writing • Pupils fill in the blanks to write a complete
a complete sentence with a prepositional sentence with a prepositional phrase
phrase—two levels
PY
• Teacher invites pupils to share their letters in groups of four and talk about them
O
groups of four
1. Routine (refer to the Daily Activities) Leveled Reader: Today is Moving Day
C
2. Leveled Reader: Today is Moving Day Pre-Reading Activities
D
Pre-Reading Activities • Pupils review words that are unfamiliar
• Teacher unlocks unfamiliar words and • Pupils share experiences related to the story.
E
expressions They talk about the cover of the story, and

EP
set a purpose for reading.

interests about the story During Reading Activities
During Reading Activities • Pupils read the text in pairs

D
• Teacher guides pupils to read the text After Reading Activities: Group Work
After Reading Activities: Group Work • Level 2: Pupils draft their responses to the
story
• Level 2: Teacher asks questions to elicit
written reactions to the story • Level 1: Pupils do a picture walk, identify high
frequency words, and echo read the Leveled
Reader
out high frequency words, and leads pupils
through echo reading
• Identifying the basic sequence of the story: • Pupils practice and present role play with
role play events in sequence


PWR • EN2PWR-IIId-f-9 • Leveled Reader:
Read some sight words Today is Moving Day
RC • EN2RC-IIId-e-2.4
• Sight words
of events and make relevant • Read a Leveled Reader
• Composing: Writing a warning sign
stories consisting of short vowel
words with appropriate speed,
S • EN2S-IIId-j-3
Spell words with short vowel
sounds in CVC pattern
4
PY
O
C
E D
EP

D
QUARTER 3 WEEK 28

words (one, is, three, two, help, today) (one, is, three, two, help, today)
4. Discussing the Leveled Reader: 4. Discussing the Leveled Reader:

Today is Moving Day Today is Moving Day
PY
• Teacher asks questions to help pupils retell • Pupils answer questions to retell the story in
the story in the correct sequence the correct sequence
5. Composing Activity: A Warning Sign 5. Composing Activity: A Warning Sign

O
• Teacher models how to write a warning sign • Pupils listen to the teacher
and assigns composing activity
C
6. Group Work
6. Group Work
D
• Level 1: Writing activity then A–B pair reading and spelling practice
reading and spelling practice
• Level 2: A–B pair reading and spelling practice
E
• Level 2: A–B pair reading and spelling practice then writing activity
EP
then writing activity

D


WC • Show understanding of a story by • Leveled Reader:
completing a warning sign* Today is Moving Day
S • EN2S-IIId-j-3
• Sight words
Spell words with short vowel
sounds in CVC pattern • Read a Leveled Reader

PY
O
C
E D
EP
D
QUARTER 3 WEEK 28

Listening Comprehension Listening Comprehension
Retelling LM p. 289, “Let’s Try,” p. 290 Retelling
“We Can Do It” Spelling Spelling: Short e words
• Level 1: Reread Leveled Reader: • Level 1: Reread Leveled Reader:

Today is Moving Day Today is Moving Day
• Level 2: Complete writing activity • Level 2: Complete writing activity
• Teacher invites pupils to share what they • Pupils share what they have learned about
have learned about helping people helping people
4. Independent Reading 4. Independent Reading
PY
• Teacher invites pupils to choose something to • Pupils choose something to read
read independently or in pairs independently or in pairs
O
C
E D
EP
D
NOTES
DAY OBJECTIVES
1
• EN2LC-IIIi-j-2.6 Retell and/or reenact events from a story
• EN2PWR-IIIc-d-3 Read words with short vowel sounds in CVC pattern
During Week 28, five pupils will dramatize the Read Aloud story,
Tight Times. Each day, two groups will present, therefore the teacher
NOTE TO TEACHER can observe 10 pupils per day during English period and assesses
During Week 27, the their Listening Comprehension competencies during the drama
teacher observed five pupils presentations using this table:
PY
pupils observed over a 1 2
two-week period. If he or
Is not able to Is able to
she has 60 pupils, he or she
LC Retelling a story retell a story retell the main
can observe six a day. It is
O events in a
not wise to observe more
story
than six a day.
C
2 ROUTINE
D
NOTE TO TEACHER
Teacher should have a poem a. Poem: “Let Me Help You”

E
written on chart. Pupils recite and do movements as a class.

EP
b. Sharing Information
D
Teacher asks pupils to share their diary entry with the class. He or
BRIDGING she picks 1–2 names from the box or bowl. These pupils will share
When pupils are retelling a in front of the class.
story or sharing information,
let them use words or
expressions in Mother
Tongue or Filipino or
TIGHT TIMES
let them show you with

• Teacher chooses a few pages to read and asks pupils what the
action words are. Then, he or she asks the class to repeat each
action word while miming the action.
English. • Teacher tells pupils that they will retell the Read Aloud story,
Tight Times. He or she puts pupils in groups of five. Then he or
she shows pupils the book one page at a time and each group
discusses what is happening. After each page, teacher asks a group
to share what happened.
QUARTER 3 WEEK 28
• Teacher tells the groups of five: one pupil will play the role of NOTES
Papang, one will play Manong, one will play the neighbor, and two
will play the mice children. He or she gives them 10 minutes to
prepare their drama about the story.
• He or she asks two groups to present, and every day he or she will
ask two more groups until all 10 groups have presented.
4 SIGHT WORDS: TODAY, IS, HELP,

ONE, TWO, THREE
• Teacher writes the words today, is, help, one, two, three on the
board. Teacher points to each one and reads them with the pupils.
He or she then plays the game, “Buzz.” He or she points randomly
(not in order) at each word, saying “buzz,” and the pupils have to
say the word he or she is pointing to. He or she goes faster and
faster.
PY

O
Teacher tells pupils to ask their family members about why and how
C
they can help someone.
E D
OBJECTIVES DAY
EP
2
• EN2OL-IIIh-j-1.6 Dramatize familiar stories, rhymes, and poems
D

1 ROUTINE
a. Poem: “Let Me Help You” BRIDGING
Pupils recite and do movements as a class. Review the short vowel

sounds and help pupils
remember by making the
b. Letter Sounds connection with similar
• Teacher holds up cards with simple CVC words with short vowel sounds in Filipino.
sounds.
NOTES • He or she asks pupils to read each card silently, then tell their
NOTE TO TEACHER partner what the word is. He or she asks a few pairs to share their
Teacher should have flash answers.
cards ready.
c. Dramatizing Tight Times
Teacher asks another two groups to present their dramatization.
d. Sharing Information
Teacher asks pupils to discuss in pairs information about
helping people: why (situations) and how (what we do to help)
(Homework from Day 1). He or she gives them a sentence frame
to complete. When ________ we help by _________. Then, he or
she picks 1–2 names from the box or bowl. These pupils will share
in front of the class.
2
PY
COMPOSING ACTIVITY: WRITING A CLASS
BOOK ABOUT HELPING PEOPLE
• Teacher brings out the table with the list of situations and help
O
NOTE TO TEACHER written in Day 1. He or she tells pupils they will write and illustrate
a sentence. They will choose a situation and a way to help and
C
Teacher should have sheets
of paper ready for each write a complete sentence. Each pupil writes his or her own
pupil. sentence.
D
• Teacher asks pairs who discussed why and how we help people
during the sharing session to share their ideas to generate more
E
situations and more ways to help. He or she adds their ideas to the
EP
lists from Day 1.
• Differentiated Instruction: Teacher assigns two levels of

tasks: Drafting a sentence and illustrating it:
D
Level 1: Teacher drafts a sentence and asks pupils to change a few

words. Example: “When my friend Karen lost her book, I helped
her find it.”
When my friend _____ lost his or her _________, I helped him

or her find it.
NOTE TO TEACHER Level 2: Teacher asks pupils to write a sentence on their own
using a situation from Column 1 and a way to help from
Advanced pupils who finish Column 2.
their work early can:
(1) Draw a cover page

for one of the class
books
Teacher tells pupils to finish their sentence and drawing as
(2) Help a friend complete
homework. Pupils who have finished will share their work in groups
his sentence and drawing
of four.
QUARTER 3 WEEK 28
NOTES
OBJECTIVES DAY
3
• EN2RC-IIIf-h-2.17 Answer questions to clarify understanding before, during,
and after reading
1 ROUTINE
PY
a. Sharing Homework
BRIDGING
Teacher asks a few pupils to come to the front and share their
sentence about helping people. He or she then collects the papers When pupils name
interesting places in Mother
and puts them in books of 10 pages.
O
Tongue or Filipino, teacher
models how to say the
C
b. Dramatizing Tight Times words in English.
Teacher asks another two groups to present their drama.
D
c. Poem: “Let Me Help You”

E

EP
d. Spelling
D
• Teacher asks pairs to practice spelling words with short vowel

sounds. He or she gives them a list of words to practice: SHORT VOWEL WORDS
(1) They look at the word. got, not, hot, hop, job, can,
had, his, fix, big
• Teacher goes around and observes the pupils.
NOTES
NOTE TO TEACHER
Take this opportunity

2 LEVELED READER: TODAY IS MOVING DAY
to work with struggling PRE-READING ACTIVITIES

pupils in the class, assess
their progress, and take a. Sharing Information
note of observations. For Teacher introduces the Leveled Reader saying: When someone
pupils having difficulties in is going from one house to another, they need a lot of help. Have you ever seen
reading some words, guide someone change houses? We call it moving. What do they do to move their
pupils by letting them do house from place to the other? Do they need help?
either of the following or a
combination of the following Teacher asks pupils to discuss in pairs. Then, he or she picks 1–2
until the pupil is able to read names from the box or bowl. These pupils will share in front of
the word: the class.
(1) Check the picture for
clues b. Making Predictions
(2) Sound the letters of the
• Teacher distributes the Leveled Reader, Today is Moving Day and
PY
letters and read the word asks pupils to look at the cover. Teacher asks pupils to describe
(3) Check if the word said is what they see in the picture. He or she picks a few pairs to answer
appropriate for the text the questions.
O
• Teacher asks pupils to read the title. Then, he or she asks pupils to
sentence is: “The dove flew.”
discuss in pairs what they think the book will be about. He or she
C
And the pupil may say: “The
picks a few pairs to answer the questions.
dog flew.” Teacher asks the
pupil if it makes sense that
D
dogs fly. Then he or she lets DURING READING

the pupil try again.
E
• Teacher asks what the title is and confirms that the title of the
story is Today is Moving Day. Teacher asks who the author is and
EP
confirms that the author is Ani Rosa Almario. Teacher asks who
the illustrator is and confirms that the illustrator is Rea Diwata
Mendoza.
D
• Teacher asks pupils to read the story in pairs.
• Teacher goes around and listens in as they read.
AFTER READING: GROUP WORK
• (Level 1): Teacher asks pupils to look at the text in pairs and
identify the words they recognize and the ones that are the same
on each page. They do this while he or she works with Level 2
group.
• (Level 2): Teacher asks pupils questions about the text. What is the
story about? What are the fathers doing? What are the mothers doing? What
are the lolos and lolas doing? What are the children doing? Teacher lets
pupils talk in pairs. Teacher asks them to complete one, or several
sentence frames: The ________ are helping by ___________.
QUARTER 3 WEEK 28
• (Level 1): While Level 2 pupils are working on their writing NOTES
activity, teacher writes the word help on the board. For each
word, the teacher asks pupils to sound each letter to say the word.
• Teacher points out to the pupils that on some of the pages, the
sentence is the almost the same. He or she asks them which pages
end with the words to help.
asking them to describe the picture: Who is helping? What are they
doing? Then he or she asks them to read the page to themselves.
He or she reads it and lets them follow with their finger.
3 ROLE PLAY THE STORY
PY
Teacher asks pupils to get into groups: the fathers, the mothers, the
lolos, the lolas, and the children. They retell (not read) the story,
Today is Moving Day in sequence. Who helped first? Second? Etc. O
C
Teacher tells pupils that for the next day, they will be discussing
a different kind of help, he or she tells them to ask their family
D
members about helping people in danger. How can you help people
from danger?
E
EP
D
NOTES
DAY OBJECTIVES
4
• EN2F-IIIa-b-2.11 Read aloud phrases, sentences, and stories consisting of
words with short vowel sounds with appropriate speed, accuracy, and proper
expression
• EN2S-IIId-j-3 Spell words with short vowel sounds in CVC pattern
1 ROUTINE
BRIDGING a. Sharing Information
PY
When pupils are sharing Teacher asks pupils to share the information about how to help
information, let them use people from danger in Day 3 homework. Teacher lets pupils talk
words or expressions in in pairs. What kind of dangers are there? What can happen? He or she
gives them a sentence frame to complete. _______ is dangerous,
O
or let them show you with you have to ________. Then, he or she picks 1–2 names from the
gestures and movements if box or bowl. These pupils will share in front of the class.
C
how to say the words in b. Letter Sounds
D
English.
• Teacher holds up cards with simple CVC words with short vowel
E
sounds.
• He or she asks pupils to read it silently, then tell their partner what
EP
the word is. He or she asks a few pairs to share their answers.
NOTE TO TEACHER
D

Teacher should have flash
cards ready. Teacher asks another two groups to present their dramatization.
2 SIGHT WORDS:
ONE, IS, THREE, TWO, HELP, TODAY
“buzz,” the teacher will point to a word and the pupils say the
word.
• Teacher asks volunteers to come to the front and lead the game.
• Teacher may make the game harder by adding more sight words
previously learned.
QUARTER 3 WEEK 28
NOTES
3 GROUP WORK LEVELED READER:

TODAY IS MOVING DAY
drawing in Day 3. They can exchange and read each other’s
written work in groups of four. They will do this while he or she
works with Level 1 group.
• (Level 1): Teacher reviews the Leveled Reader, Today is Moving

Day with pupils and asks pupils questions about the text. Teacher
asks pupils questions about the text. What is the story about? What are
the fathers doing? What are the mothers doing? What are the lolos and lolas
doing? What are the children doing? Teacher lets pupils talk in pairs.
Teacher asks them to complete a sentence frame:
The ____________ are helping by carrying the house.
PY
pupils what they notice about the sentences on each page. Are some
pages almost the same? Which ones? What words do they recognize easily?
O
asking them to describe the picture: Who is helping? What are they
doing? Then, he or she asks them to read the page to themselves.
C
Then, he or she reads it and lets them follow with their finger.
• When they have finished reading the story, the teacher reads the
D
book page by page and lets the pupils echo read each page.
E

EP
TODAY IS MOVING DAY
Teacher asks pupils to identify the different people in the story. He

D
or she then asks them if there are other occasions when all those
people come together to help. Then, he or she picks pairs to answer.
5 COMPOSING ACTIVITY: A WARNING SIGN
Teacher reminds pupils about the warning sign during a bad weather
they completed in Filipino this week. He or she asks them what other
kinds of danger there are.
Examples:
a. Going into the water without an adult

b. Talking to strangers
c. Staying out in the sun too long
d. Crossing the street
e. Walking home during a storm
NOTES
6 GROUP WORK
Teacher puts pupils in groups of four. (Level 1 pupils with Level 1

pupils/Level 2 pupils with Level 2 pupils.)
Level 1: Pupils begin making their warning signs. Teacher goes

around and assists.
PY
fluency:
–– The Leveled Reader Today is Moving Day

–– The poem “Let Me Help You”
O
–– Any other text previously studied
C
time they try.
D
• They read it backwards: (Example: day moving is today)

E

EP

D
Teacher asks pairs to practice their spelling with short vowel sounds
SHORT VOWEL WORDS
at home. They use the same list as in Day 3.
got, not, box, hop, job, can, • They look at the word.
had, his, fix, big • They cover the word.
• They write the word.
• They check to see if they wrote it correctly.
QUARTER 3 WEEK 28
NOTES
OBJECTIVES DAY
5
• Show understanding of a story by completing a warning sign*
• EN2S-IIId-j-3 Spell words with short vowel sounds in CVC pattern
1 ROUTINE
a. Assessment: Listening Comprehension

Teacher reads the story in the Learner’s Material, p. 289 and pupils
complete sections, “Let’s Try” and “We Can Do It” on pages
PY
289–290.
b. Spelling
O
Teacher gives a spelling test on words with short vowel sounds
C
from the list given in Day 3.

D
Teacher asks another two groups to present their drama.

E
EP
2 GROUP WORK
D
Teacher puts pupils in groups of four. (Level 1 pupils with Level 1

pupils/Level 2 pupils with Level 2 pupils.)
Level 2: Pupils begin their warning signs. Teacher goes around

and assists.

fluency:
–– The Leveled Reader Today is Moving Day

–– The poem “Let Me Help You”
–– Any other text previously studied
NOTES • They read the text faster and faster: one reads while the other
time they try.
• They read it backwards: (Example: day moving is today)


about helping people.
4 INDEPENDENT READING
PY
O
C
E D
EP
D
QUARTER 3 WEEK 29
WEEK
29
TEACHER’S GUIDE
GRADE 2
PY ENGLISH
O
C
D
THEME: KEEPING THINGS CLEAN AND GREEN

E
READ ALOUD STORY: BAKAWAN

EP
D

ENGLISH
Theme: Keeping Things Clean and Green

Read Aloud Story: Bakawan (Authors: Catherine Yu Untalan, Reena Rae Leon Sarmiento,
and Mae Astrid Tobias; Illustrator: Van Zeus Allen Bascon)
OL • EN2OL-IIIh-j-1.6 • Sharing information and news
Dramatize familiar stories, rhymes,
• Poem or song
and poems
G • EN2G-IIIh-3.4 • Vocabulary and spelling games
Use common action words and
simple prepositional phrases in
V • Classify words learned into
Daily
conceptual categories*
PY
S • EN2S-IIId-j-3
Spell CVC short vowel words O
C
V • EN2V-IIIa-b-13.1 • Read Aloud Story: Bakawan

D

E

EP
and context clues

D

QUARTER 3 WEEK 29

• Teacher asks questions allowing pupils to talk • Pupils talk about keeping things clean and
about keeping things clean and green green
pupils will learn
PY
c. Vocabulary and Spelling Games
• Pupils practice words with short vowel
c. Vocabulary and Spelling Games
O
sounds or classification of words by playing
• Teacher introduces a game to practice a game
C
words with short vowel sounds or word
classification
D
2. Read Aloud Story: Bakawan 2. Read Aloud Story: Bakawan

E

EP
D
3. Spelling 3. Spelling
• Teacher leads a vocabulary activity • Pupils practice vocabulary by playing a game
• Teacher gives homework • Homework: Pupils ask their families what

they recycle

RC • EN2RC-IIId-e-2.4 • Read Aloud Story: Bakawan
• Make relevant predictions
predictions about stories • Identify details
LC • EN2LC-IVh-3.1
Identify important details in
expository text listened
PY
O
C
OL • EN2OL-IIIg-1.16 • Read Aloud Story: Bakawan
• Sequence of events
D
dramatic activities
RC • EN2RC-IIId-e-2.4 • Action words
E

EP

• EN2RC-IIIf-h-2.17
Answer questions to clarify
D
understanding before, during, and

after reading
3

QUARTER 3 WEEK 29

2. Read Aloud Story: Bakawan 2. Read Aloud Story: Bakawan
• Teacher asks questions related to the story • Pupils share experiences related to the story.
They talk about the cover of the story and
make predictions.
expressions
that are unfamiliar
pauses for pupils to predict possible ending
PY
• Teacher asks questions about the story: who,
what, where, when and asks pupils to identify 3. Concluding the Session
important details
O
3. Concluding the Session listened to with their family members

C
2. Retelling of the Read Aloud Story: Bakawan 2. Retelling of the Read Aloud Story: Bakawan
D
• Teacher shows pictures to help pupils retell • Pupils discuss sequence of events as they
E
the Read Aloud story happened in the story

EP
3. Rereading of the Read Aloud Story: Bakawan 3. Rereading of the Read Aloud Story: Bakawan
D
them to identify the title, author, illustrator, identify the title, authors, and illustrator and
and tell what they do tell what they do
• Teacher asks pupils about their predictions During Reading Activities

and tells them to watch and listen for
• Pupils participate actively during the
characters, incidents, and setting that help
rereading of the story
make predictions
• Pupils discuss details in the story
• Teacher rereads the story pausing at

some parts to ask questions and check
comprehension
LC • EN2LC-IIIi-j-2.6 • Short vowel words

• Action words
story
stories with appropriate speed,
V • Classify words learned into
4 conceptual categories*
PY
O
C
D
OL • EN2OL-IIIg-1.16 • Read Aloud Story: Bakawan

• Composing activity: Rewriting a
E
dramatic activities
story in sequence
LC • EN2LC-IIIi-j-2.6
EP

5
story
G • EN2G-IIIg-3.1
D

WC • Rewrite a story in sequence*

QUARTER 3 WEEK 29

After Reading Activities After Reading Activities
• Teacher asks questions about the sequence • Pupils discuss the story, sequence of events
of events
• Homework: Pupils retell the story in the
• Teacher gives homework correct sequence
• Teacher rereads Read Aloud story, Bakawan • Pupils identify action words in the Read Aloud
and pupils identify action words story, Bakawan and mime the actions
3. Fluency: Practice Reading the Poem: 3. Fluency: Pupils practice reading the poem,
“Make Every Day a Clean Green Day” “Make Every Day a Clean Green Day”
PY
4. Classifying Words 4. Classifying Words
• Teacher conducts activity about classification • Pupils complete activity about classifying
of words
O words

C
in the community
D
Assessment Focus: Sequence of Events Assessment Focus: Sequence of Events
E
2. Composing Activity: Rewriting the Story 2. Composing Activity: Rewriting the Story
EP
in Sequence in Sequence
3. Concluding the Session • Pupils rewrite the story in four frames

D
• Teacher invites pupils to share their drawings 3. Concluding the Session: Sharing and Reading
and writing in groups of four
NOTES
DAY OBJECTIVES
1
• EN2G-IIIh-3.4 Use common action words and simple prepositional phrases
in retelling, conversations, etc.
At the end of Week 29, the pupils will be asked to put four events
of the story in sequence. This will allow the teacher to assess their
Listening Comprehension competencies using this table:
1 2
Is not able to Is able to
PY
LC Sequencing events put events in sequence
sequence events
correctly
O
2
C
ROUTINE
D
BRIDGING
• Teacher explains that the weekly theme will be Keeping Things
E
When pupils are sharing Clean and Green. In English, we will study the words we use to talk
information, let them use about garbage and things that are dirty, and words we use on how to clean up
EP
words or expressions in the environment.

or let them show you with • Teacher lets pupils talk about this in pairs: Are there places in the
D
gestures and movements if community that are dirty? What do people throw away on the ground?
that is easier, then model Then, he or she picks 1–2 names from the box or bowl. These
how to say the words in pupils will share in front of the class.
English.
b. Poem: “Make Every Day a Clean Green Day”
• Teacher introduces the poem, “Make Every Day a Clean Green
Day” that pupils can learn. He or she explains a few words and
expressions such as: soil, helping hand, recycle, reuse.

NOTE TO TEACHER
Teacher should have a poem

written on chart.
QUARTER 3 WEEK 29
NOTES
"Make Every Day a Clean Green Day"
Our land is special, we have just one

It gives us water, soil, and sun.
People, animals, and even plants
Always share this green land
Parents, children, uncles, and aunts
Always lend a helping hand.
You can save water and plant a tree,
Make a better home for you and me.
Recycle and reuse, don’t throw away,
Make every day a clean green day.
c. Sight Words
• Teacher plays the game, “Buzz” with words studied before. He NOTE TO TEACHER
or she holds up flash cards (not in order) at each word, saying
“buzz,” and the pupils have to say the word on the card. He or she Teacher should have flash
PY
goes faster and faster. cards ready.

O
3 READ ALOUD STORY: BAKAWAN
C
D

E
Teacher explains the following words and expressions and asks

questions. Pupils answer in full sentences using the frame provided BRIDGING
EP
with prepositional phrases. Teacher should remind pupils that

prepositions tell when or where something happened. When explaining new
(1) resources, bountiful
D

Teacher says: We call all the things we can grow or are in the soil movement as much as
resources. The things we eat, the water we drink, and the materials we possible.
use to make things are resources. For example, wood is a resource because
we make chairs and tables with wood. Another example is: Bananas are a
resource because we eat bananas.
Can you name a resource?
________________ is a resource because ________________.
Teacher says: When there are a lot of resources, we say they are
bountiful. That means there is enough for everyone.
(2) habitat
Teacher says: A habitat is where someone or something lives. The

habitat of the fish is the ocean, the sea, the lake, or the river. The habitat
of the tarsier is the forest. The habitat of the snake is the grass.
NOTES A habitat is safe when it is clean and there is protection, no one can hurt
you. A habitat is unsafe when it is dirty and we cannot protect ourselves.
When a habitat becomes dirty, it is not safe for people, animals or plants.
(3) journey
Teacher says: When you travel somewhere, you go on a journey. For

example, “I went on a journey to Manila.” Have you been on a journey?
Where did you go?
I went on a journey, I went to ___________. (To is a preposition)
(4) gash, wound
Teacher says: A gash is like a big cut and blood comes out, and a
wound is where your skin is cut or torn, like when you fall and scrape your
skin, or when you cut yourself.
Have you ever had a wound? Where?
I had a wound on my ________________. (On is a preposition)
PY
(5) conscious/unconscious
BRIDGING Teacher says: When you are awake, you are conscious. When you
O
Some words are easy to are asleep, you are unconscious. Sometimes when people or animals are
explain by showing the hurt very much, they are unconscious.
C
picture in the book. (6) wash out to sea
Teacher says: When you put a piece of wood in the river it floats down,
D
down, down all the way to the sea. We say it is washed out to sea.
E
(7) trash
EP
Teacher says: All the things we throw away are called trash. Rotten
food, things we can’t use anymore, plastic bottles, plastic bags, string, paper,
etc.
D
4 SPELLING

SHORT VOWEL WORDS
sounds. He or she gives them a list of words to practice.
net, bit, far, him, bag, get,
a. They look at the word.
did, has, put, but
b. They cover the word.
c. They write the word.
d. They check to see if they wrote it correctly.
QUARTER 3 WEEK 29
NOTES
"Save, Save, Save"
Save, save, save the cans

Put them in the bin
We can help to save the earth NOTE TO TEACHER
If we will all pitch in.
Here is a fun and easy song
Save, save, save the papers to sing during the week
Put it in the bin (to the tune of “Row, Row,
We can help to save the earth Row Your Boat”).
Save, save, save the bottles

Put them in the bin
We can help to save the earth
Save, save, save the plastics
PY
Throw them in the bin
We can help to save the earth
If we all pitch in.
O
C
Teacher tells pupils to ask their family members what they recycle.
D
Teacher asks: As young boys and girls, can you recycle in your homes
E
and in school?
EP
D
OBJECTIVES DAY
2
• Classify words learned into conceptual categories
• EN2LC-IVh-3.1 Identify important details in expository text listened
1 ROUTINE
a. Poem: “Make Every Day a Clean Green Day”

• Teacher asks pupils to imagine the message in the poem,
“Make Every Day a Clean Green Day.”
NOTES b. Sharing Information

• Teacher lets pupils talk in pairs. What does your family recycle?
(Homework in Day 1)
• He or she gives then an example: My family recycles paper. Then, he

or she picks 5-10 names from the box or bowl. These pupils will
share using the sentence frame: My family recycles ___________.
c. Recycle
• Teacher explains that they will pretend they are reusing things that
NOTE TO TEACHER get thrown away. Each pupil in turn contributes something that
their family recycles (Homework in Day 1). They will add it to the
Teacher should have flash list of objects that can be recycled and try to repeat the trash that
cards ready. was said.
Teacher begins the game: I recycle paper.
Pupil 1: I recycle bottles and paper.
PY
All pupils: I recycle bottles and paper.
Pupil 2: I recycle cans, bottles, and paper.

O
All pupils: I recycle cans, bottles, and paper.
C
And so on!
D

E
EP
• Teacher shows the cover of the Read Aloud story, Bakawan and
D
asks a pupil to read the title. He or she asks three pupils to read
the name of one of the authors and another pupil to read the
illustrator’s name. He or she then asks pupils to describe what they
see on the cover. He or she asks pupils where they think Bakawan
might be.
• Then he or she asks pairs to discuss: Who do you see on the cover?
What do you think will happen in this story titled Bakawan with a bird, a
crab, an octopus, and a fish on the cover? He or she asks a few pairs to
share their answers.
• Teacher opens the Read Aloud story, Bakawan to pages 2 and 3

and asks pupils to describe what they see. He or she asks pairs to
discuss: What animals do we see? What kind of place is this, is it nice? Why
do you think so? He or she asks a few pairs to share their answers.
Teacher asks: What do you think will happen? (Then, he or she asks
pupils to discuss in pairs: He or she asks a few pairs to share.)
QUARTER 3 WEEK 29
Teacher asks pupils to look at pages 4–11 and asks pairs NOTES
to discuss: What animal do we see on all these pages, do you think he
is the main character? What do you think will happen to him? (He or
she asks a few pairs to share their answers.)

Teacher tells pupils they are going to read this story about a place
called Bakawan and the animals that lived there. But first, they will
mime a few actions in the story. He or she says action words and
pupils mime the actions and repeat the action words. He or she
helps pupils with the movements.
Example: push, walk, travel, fly, worry, gather around, listen,

pinch, drink, talk, look, bring, pick up, shiver, scatter, search
DURING READING
PY
Teacher reads the story, Bakawan to the pupils.
AFTER READING
O

C
Where does the story take place?

D
What does Tagak like to do? Where does he go? What does Tagak find?
E
What happened to Tagak’s tail one day?

EP
What is happening to Bakawan, their home?
What do you think the thick black liquid is?
What happened to Tagak this time?

D
What do the animals decide to do? How do they divide the responsibilities?
What do they do with all the trash?
What happens in the end?
Aloud story, Bakawan. Teacher asks pupils to find out what they can
recycle in their homes and school.
NOTES
DAY OBJECTIVES
3
• EN2S-IIId-j-3 Spelling CVC short vowel words
• EN2RC-IIIf-h-2.17 Answer questions to clarify understanding before,
during, and after reading
1 ROUTINE
Teacher lets pupils talk in pairs. Do you like the story Bakawan?
BRIDGING Why? Why not? He or she gives them a sentence frame to complete.
I like the story because _____. I don’t like the story because
PY
When pupils are sharing
_____________. Then, he or she picks 1–2 names from the box
information, let them use
or bowl. These pupils will share in front of the class.
O
or let them show you with b. Poem: “Make Every Day a Clean Green Day”
C
words in English.
c. Spelling Short Vowel Words
D
• Teacher writes the word net on the board and asks pupils: How
E
would we write the word not?

EP

net and asks what was changed to change the sound.
D
BRIDGING • Teacher repeats this with the words put, but and asks:
Review the short vowel What letter did we change to have a different sound?
sounds and help pupils • Teacher repeats with the words: but, bit and asks:
remember by making the What letter did we change to have a different sound?
connection with similar
sounds in Filipino. • Teacher continues with bit, hit…hit, him….him, hid…hid,
did…did, dad.
2 RETELLING OF READ ALOUD STORY: BAKAWAN
Teacher shows the pictures of the Read Aloud story, Bakawan one by
one and calls on pupils to say what happened. As they retell the story,
the pupils act out the actions.
QUARTER 3 WEEK 29
NOTES
the questions.
What do you call the words like Bakawan on the cover ?
What is the English name of the person that makes the illustrations?
DURING READING
PY
points to ask questions.
• Teacher explains that they will pause and check the words and
O
pictures to notice the details. He or she pauses and asks questions
about the details. He or she asks pairs to discuss and picks
C
Pages 8-9: Why do you think the animals are surprised that people
put water in bottles?
D
Pages 12-13: What happened to Tagak this time? What does

E
Talangka say?
EP
Pages 14-15: What do the animals say about their habitat?

Pages 16-17: What do they pick up? What do they use as a container?
Who do they find? What was wrong with Tagak?
D
Pages 20-21: According to Tagak, what happened?
Pages 22-23: What solutions did they suggest?
Pages 24-25: What do they decide to do?
AFTER READING
• Teacher lets pupils talk in pairs. What happens at the end?

He or she gives them a sentence frame to complete.
At the end, the animals ____________________.
• He or she picks a few pairs to answer the questions. Then, he

or she continues the discussion: What happened first in the story? What
happened second? What happened next? What happened at the end?
NOTES • He or she gives them sentence frames to complete.
First, _________________________.
Second, _______________________.
Next, _________________________.
At the end, ____________________.
• He or she picks a few pairs to answer the questions. Then, he

or she continues the discussion: Do you think Bakawan is a better place
now? Why do you think so? He or she gives them a sentence frame to
complete.
Bakawan is a better place now because___________.
PY
Teacher tells pupils to retell the story in the correct sequence to their
family members.
O
C
DAY OBJECTIVES
D
4
• EN2G-IIIh-3.4 Use common action words and simple prepositional aphrases
in retelling, conversations, etc.
E
• Classify words learned into conceptual categories*

EP

• EN2F-IIIa-b-2.11 Read aloud phrases, sentences, and stories with
appropriate speed, accuracy, and proper expression
D
1 ROUTINE
• Teacher lets pupils talk in pairs. How did the animals clean up
Bakawan? What did they do first? Second? Next?
• He or she picks 1–2 names from the box or bowl. These pupils
will share in front of the class.

QUARTER 3 WEEK 29
c. Spelling NOTES
SHORT VOWEL WORDS
sounds. He or she gives them a list of words to practice. net, bit, far, him, bag, get,
did, has, put, but
2 CLASSIFYING WORDS
Teacher asks pupils to close their eyes. He or she then says different
words and tells pupils to put their hand up if the word is an animal.
PY
3 FLUENCY: READING THE POEM
“MAKE EVERY DAY A CLEAN GREEN DAY” O
• Pupils read the poem, “Make Every Day a Clean Green Day” in
C
pairs to increase their fluency.
D
reads while the other counts or watches the clock and they try
to read it faster each time they try while still practicing their
E
intonation.
EP

D

member. Teacher also tells pupils to ask their family members if
anyone has ever helped them, what did they need help with, and
what did the people do to help.
NOTES
DAY OBJECTIVES
5
• Rewrite a story in sequence*
1 ROUTINE
• Teacher lets pupils talk in pairs. What do you do to keep your home clean
and green?
• He or she gives them an example: To keep my home clean and green,

I reuse the plastic bags.
PY
• He or she gives them a sentence frame to complete. To keep my
home clean and green, I _____________. Then, he or she picks
of the class.
O
C
Pupils recite and do movements as a class. Teacher asks them
D
what the action words are and asks them to mime the action.
E
c. Spelling
EP
SHORT VOWEL WORDS

• Teacher gives a spelling test on words with short vowel sounds
net, bit, far, him, bag, get, from the list given on Days 1 and 4.
did, has, put, but
D

net and asks what was changed to change the sound.
• Teacher repeats this with the words put and but, and asks:
What letter did we change to change the sound?
NOTE TO TEACHER 2 RETELLING OF READ ALOUD STORY: BAKAWAN
Pupils may choose different

Teacher shows the pictures of the Read Aloud story, Bakawan one by
parts of the story. What is
one and calls on pupils to say what Tagak is doing or what happened
important is that the three
to him. As they retell the story, the pupils act out the actions.
parts they choose are in the
correct order.
QUARTER 3 WEEK 29
NOTES
• Teacher tells pupils that they will put in order some events from
the Read Aloud story, Bakawan.
• Teacher tells pupils to draw three pictures of Tagak: one from the
beginning, one from the middle, and one from the end and asks
pupils to write one to three words for each drawing.
• Teacher tells pupils to share their work in groups of four and goes
around to listen to the pupils.
• He or she collects their work and uses the on-going assessment

grid to assess the pupils.
PY
O
C
E D
EP
D

2016 03 31 Quarter 3 Grade 2 English Teacher&#39;s Guide

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Developed based on DepEd’s K–12 Curriculum Guide

Teacher’s Guide - English

Second Edition, 2016

Published by U.S. Agency for International Development (USAID)

Technical Director: Nancy Clark-Chiarelli, EdD

Author: Basa Pilipinas

DepEd Reviewer: Galileo Go

Content Reviewer: Maria Louella Tampinco-Lunas

Language Reviewer: Regina Ubaña

from the publishers.

permission from the publisher.

GOVERNMENT PROPERTY. NOT FOR SALE.

Printed in the Philippines

Department of Education - Bureau of Learning Resources (DepEd - BLR)

Week 22: Interesting Things About My Culture . . . . . . . . . . . . . . . . . . . . . . . 19

Week 23: Interesting Places in My Community. . . . . . . . . . . . . . . . . . . . . . . . 39

Week 26: Products My Community is Known For. . . . . . . . . . . . . . . . . . . . . . 97

Week 27: Helping People. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Week 28: Helping People. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

Week 29: Keeping Things Clean and Green. . . . . . . . . . . . . . . . . . . . . . . . . . 157

Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158

THEME: INTERESTING THINGS ABOUT MY CULTURE

READ ALOUD STORY: PIPO, THE CLOWN

OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 2

Theme: Interesting Things about My Culture

V • EN2V-IIIa-b-13.1 • Read Aloud Story: Pipo, the Clown

Give the meaning of words used

objects, illustrations, demonstration,

DOMAINS: OL – Oral Language PA – Phonological Awareness

Teacher’s Activities Learner’s Activities

a. Sharing Information or News a. Sharing Information or News

b. Poem or Song b. Poem or Song

Pre-Reading Activities Pre-Reading Activities

and structures expressions that are unfamiliar

3. Concluding the Session 3. Concluding the Session

V – Vocabulary Development LC – Listening Comprehension RC – Reading Comprehension

Day Domain Objectives Subject Matter

LC • EN2LC-IIIi-j-2.6 • Read Aloud Story: Pipo, the Clown

Retell the story

Identify the common terms in • Action words

(e.g. cover, title page, etc.)

illustrator, and tell what they do

DOMAINS: OL – Oral Language PA – Phonological Awareness

Teacher’s Activities Learner’s Activities

Pre-Reading Activities Pre-Reading Activities

After Reading Activities • Pupils make predictions during the rereading

• Homework: Pupils talk about the story they

the Read Aloud story the story

Pipo, the Clown Pipo, the Clown

Pre-Reading Activities Pre-Reading Activities

During Reading Activities During Reading Activities

Day Domain Objectives Subject Matter

LC • EN2LC-IIIi-j-2.6 • Read Aloud Story: Pipo, the Clown

through pre-writing activities

5 Show understanding of a story

DOMAINS: OL – Oral Language PA – Phonological Awareness

Teacher’s Activities Learner’s Activities

2. Action Words 2. Action Words

2. Retelling the Story 2. Retelling the Story

3. Composing Activity: In the parade, I like…

Teacher should have poem a. Sharing Information

2016 03 31 Quarter 3 Grade 2 English Teacher's Guide

2016 03 31 Quarter 3 Grade 2 English Teacher's Guide