DETAILED LESSON PLAN

DLP No.: 1 Learning Area: Grade Level: Quarter: Duration:

English 2 1st 50 minutes

Learning Talk about oneself and one’s family Code:

Competencies: Talk about one’s name and other personal EN2OL-If-j-1.3
information EN2OL-If-1.3.1

Key Concepts/ Talking about oneself is talking about one’s name, personal information,
Understanding likes, dislikes, and talking about the family members.
s to be Personal information includes one’s name, age address, date of birth,
Developed: grade level, name of parents, etc.
 
1. Objectives

Knowledge Ask and answer questions about oneself using short answer forms

Skills Use capital letters in writing one’s address, names of persons, subjects, and the
beginning letter of the of the first word of a sentence

Attitudes Appreciate one’s family and its family members

Values Strengthen family solidarity

2.Content/Topic Talking About Oneself and One’s Family

Talking About One’s Name and Other Personal Information

3. Learning Lesson Guides for English, Language & Spelling for Grade II
Resources/ Comic strip, video clip, charts
Materials/
Equipment
(Indicate the steps you will undertake to teach the lesson and indicate the no. of minutes
4. Procedures each step will consume)

4.1 Introductory Let the pupils listen while the teacher sings the whole action song.
Activity Helllo, Helllo, Helllo!
Hello how do you do?
5 minutes I’m glad to speak with you
And you, and you, and you
Tralala lala lala! Tralala lala lala!

Let’s sing this song together with the action.

4.2 Activity Group Activity:

Group the class into two. Assign each group with the parts to read
10 minutes from the dialogue in the comic strip / video clip presented. Have them answer the
questions about the dialogue read.

My name is Rico Lucena.

Hello! I’m Erik Santos.
I’m eight years old.
What’s your name? What about you?
How old are you?

I’m eight years old too. What

grade are you in? I’m in Grade Two. Are you in
Grade Two too?

Yes, I am. What school are you I’m in Danao City Central
in?
School.
What school are you in?
 I’m in Bibiana Mercado I have four. How about you?
Integrated School. How many
siblings do you have?

I have two. Who is your My father is Roland Lucena.

father? And who is your mother?

My mother is Crisanta Santos. We go to church together

What do you do on Sundays? and afterwards we go on a
picnic in the park. How
about you?

We also go to church and we

go to malls after.

1. Who are the two boys in the dialogue?

2. What does Joel say in telling his name?
3. What is Arnold’s answer?
4. What does Arnold ask from Joel?
5. What is Joel’s answer?
6. What other questions does Joel ask?
7. What other questions does Arnold ask?

4.3 Analysis Ask:

What question do we ask if we want to know
10 minutes o one’s name? one’s address? where one live?
o one’s grade? one’s school?
o one’s age? one’s name of parents?
How do we say our answer for each question?
If we write our answers, how are the letters written?
(Note: Let the pupils write the questions with the corresponding
answers on the board)

4.4 Abstraction Which words should begin with a capital letter?

What other names use capital letters?
5 minutes

4.5 Application A. You are having this conversation with someone. What will you say?
Complete this conversation.
5 minutes
I’m _____________________.
What’s your name? My name is ________________.

How old are you?

___________________________.
What grade are you in?

I’m ______________________.
 What school are you in?
___________________________.

Goodbye! See you later.

B. Pick out a rolling paper from the mystery box. Open it and read the
question written on it. Then call on somebody to answer in complete
sentence. If he can answer, he picks out another rolled paper for
someone else to answer.

Note: Answer may also be written on the board to emphasize the use of
capital letters.

(Indicate whether it is thru Observation and/or Talking/conferencing to learners and/or

5. Assessment Analysis of Learnerˊs Products and/or Tests) 10 minutes
10 minutes Directions: Write something about yourself. Complete the sentences below. Use
capital letters if needed.
I am _________________________.
I am _____________ years old.
I live in _______________________.
I am in Grade _________________.
I study at _______________ School.
My teacher is _________________.
My parents are ________________.

6. Assignment
(indicate whether it is for Observation and/or Enrichment and/or Enhancement and/or
3 minutes Preparation for a new lesson) 3 minutes

Bring some pictures of your family, school, community helpers.

Be ready to say something about each picture.

7. Wrap
up/Concluding  A family that prays together, stays together and lives happily forever.
Activity

2 minutes
Prepared by:

Name: JEANELINE C. School: BIBIANA MERCADO INTEGRATED

ABORDO SCHOOL
Position/ MASTER TEACHER 1 Division: DEPED- DANAO CITY
Designation:
Contact Number: 0915-0034579 Email [email protected]
Address:
DETAILED LESSON PLAN
 Learning Area: Grade Level: Quarter: Duration:
DLP No.: 2 English 2 1st 50 minutes
Learning Talking about one’s environment (persons, animals, Code:
Competencies: places, things, events) EN2OL-Ih-j-1.3.2
Recognize environmental print EN2BPK-Ia-3

Environmental Print - is the first print a child learns to “read”

Key Concepts/ -it provides opportunities for emerging readers to interact with
Understandings print and the written word in their own environment. We see Environmental Print
to be everywhere, like the letters, numbers, shapes, and colors found in logos for
Developed: products and stores, malls, parks, markets, churches, etc.

1. Objectives  

Knowledge Identify the different environmental print

Skills Explain what each environmental print mean

Attitudes Obey and follow signage for one’s safety
Values Obedience

2. Talking About One’s Environment

Content/Topic Recognizing Environmental Print
3. Learning
Resources/ Logos, signage, mounted pictures, projector
Materials/  
Equipment

4. Procedures (Indicate the steps you will undertake to teach the lesson and indicate the no. of minutes
each step will consume)
4.1 Introductory Have a game, ‘Gallery Walk”. Post 4 pictures of different places (parks,
Activity library, school, hospital) pasted on the wall. Have the pupils tour around these
places. Let them observe the things seen and found in each place.
5 minutes Note: The teacher may use power point presentation.

4.2 Activity Group the class into 4. Assign each group a place to observe and to
describe. Let them report the environmental print seen in the picture.
10 minutes
4.4 Analysis Ask:
What places did you travel? Which place do you like best?
What environmental print did you see?
10 minutes What does each environmental print mean?
Note: The teacher should unlock the difficult terms of the
environmental print

4.4 Abstraction Ask:

What are environmental print?
5 minutes Give your own examples.
What are we going to do with these environmental print? Why?
4.5 Application Directions:
Tell the place where each environmental print is found.

5 minutes NO VANDALISM! OBSERVE SILENCE!

NO PICKING OF
FLOWERS NO LITTERING!

NO SMOKING!

5. Assessment (Indicate whether it is thru Observation and/or Talking/conferencing to learners and/or

Analysis of Learnerˊs Products and/or Tests) 10 minutes
10 minutes
 Directions: Match the places with the environmental print seen.
A B

1. hospital a. SILENCE!

2. school b.

3. park

c.
4. library
d.

6. Assignment (indicate whether it is for Observation and/or Enrichment and/or Enhancement and/or
Preparation for a new lesson) 3 minutes
3 minutes
Draw at least 2 environmental print and be ready to tell the meaning of each
tomorrow.

7. Wrap  
up/Concluding What is the importance of environmental print?
Activity

2 minutes
Prepared by:

Name: JEANELINE C. School: BIBIANA MERCADO INTEGRATED

ABORDO SCHOOL
Position/ MASTER TEACHER 1 Division: DEPED- DANAO CITY
Designation:
Contact Number: 0915-0034579 Email [email protected]
Address:

DETAILED LESSON PLAN

Learning Area: Grade Level: Quarter: Duration:

DLP No.: 3 English 2 1st 50 minutes
Learning Classify/ categorize sounds heard (animals, Code:
Competencies: mechanical objects, musical instruments, EN2PA-Ia-c-1.1
environment, speech) EN2AP-I-d-a-1.2
Discriminate sounds from a background of other
sounds

Key Concepts/ Sounds heard come from animals, mechanical objects, musical
Understandings instruments, environment, speech etc.
to be Animals have different animal sounds.
Developed:
1. Objectives  

Knowledge       Identify the sounds heard from animals, mechanical objects,

musical instruments, environment, speech, etc.

Skills Determine/ discriminate the sources of the sounds heard

Attitudes Listening attentively
Values Love for Animals

2. Classifying/ Categorizing Sounds Heard

Content/Topic Discriminating Sounds from a Background of Other Sounds
3. Learning
Resources/ Pictures, realia, projector, power point presentation
Materials/
Equipment

4. Procedures (Indicate the steps you will undertake to teach the lesson and indicate the no. of minutes
each step will consume)
4.1 Introductory
Activity Pupils listen and sing along to “Old McDonald Had a Farm” song.
Ask:
5 minutes Do you like this song?
Let pupils identify 4 names of animals in this song .
*duck
* cat
*cow
*sheep

4.2 Activity Pupils listen to the sounds of animals recognized through the song.
Randomly pick five pupils and ask them to imitate the sounds of animals
10 minutes
in front of the class. Others voice out the names of animals.
Let them listen to other sounds (mechanical things, musical
instruments, sounds in the environment, and speeches ).
Have them tell what are these sounds and where it came from.
Let them list down the sounds as to:
Animal Musical Mechanical Sounds Speeches
Sounds Instruments Objects In the
Environment

4.5 Analysis
Ask: What are the different sources of sounds? Give examples.
Do animals produce the same sound?
10 minutes Which produces a soothing sound? Noise?
Name some sounds from a background of other sounds.
4.4 Abstraction Animals have different animal sounds.
Sounds heard come from animals, mechanical objects, musical
Instruments, etc.
5 minutes Sounds may be pleasant and unpleasant to hear.

4.5 Application Directions:

1. Pupils are divided into groups of eight.
2. Each group will have to design diorama of animals in the Zoo.
5 minutes
3. Teacher provides instructions and materials to each group.
4. Pupils design any of the animals in the Zoo.
5. Then, each group will present their diorama to other group.
* Explain the names of animals.
* The sound of each animal.
   Example: Tiger- roar

5. Assessment (Indicate whether it is thru Observation and/or Talking/conferencing to learners and/or

Analysis of Learnerˊs Products and/or Tests) 10 minutes
10 minutes
Directions: Match the following sounds to its corresponding pictures.
Column A. Column B

1.beep! beep! A.

2. boom! boom! B.

3. tick! tock! C.

4. moo! moo! D.

6. Assignment (Indicate whether it is for Observation and/or Enrichment and/or Enhancement and/or
Preparation for a new lesson) 3 minutes
3 minutes

Create a mural of a farm setting. Have students draw pictures of various farm
animals and write animal sounds in speech bubbles connected to each animal
drawing on the mural.

7. Wrap  
up/Concluding Recap the different types of sounds and its appropriate sources of
Activity sounds.
2 minutes

Prepared by:

Name: JEANELINE C. School: BIBIANA MERCADO INTEGRATED

ABORDO SCHOOL
Position/ MASTER TEACHER 1 Division: DEPED- DANAO CITY
Designation:
Contact Number: 09150034579 Email [email protected]
Address:

DETAILED LESSON PLAN

Learning Area: Grade Level: Quarter: Duration:

DLP No.: 4 English 2 1st 50 minutes
Learning Recognize the common terms in English relating to Code:
Competencies: part of a book (Cover, Title, Page, etc) EN2BPK-Ib-c-4
 Recognize proper eye movement skills (transfer EN2BPK-Id-e-5
skills- Left to right, top to bottom, return sweep)

The part of the books are the cover, title, page, author, illustrator, table of
Key Concepts/ contents, glossary, index, etc.
Understandings The Table of Contents in a book lists the title, number and page numbers
to be of all the chapters in a content book. They can be used to find information
Developed: quickly.
The glossary is a part of a book which lists key words found in the book. It
is usually found on the last page of a book.
The index is a list of topics in a book that are arrange alphabetically. It
gives the pages where you can read about these topics.
1. Objectives  

Knowledge Recognize book parts and their purposes including identification of author,
illustrator, title page, table of contents, glossary and index.

Skills Correctly identify the parts of a book.

Attitudes Explicitly showing the love for reading
Values Taking care of the books

2.
Content/Topic Recognizing the Common Terms in English Relating to Part of a Book
Recognizing Proper Eye Movement Skills

3. Learning
Resources/ Learner’s Materials English 4, pp. 291-294; pp.304-305.
Materials/ Big book, small sticky notes, an assortment of books
Equipment

4. Procedures (Indicate the steps you will undertake to teach the lesson and indicate the no. of minutes
each step will consume)
4.1 Introductory Explicit Instruction/ Teacher Modelling:
Activity
Showing of a big book with the different parts of a book. Go through, point
out, and label each part of the book: the front cover, title, author, illustrator, table
5 minutes of contents, glossary and index. As the teacher goes through the different parts of
a book, make sure the teacher explains what they are and why they are
important.
Emphasize also the correct eye movement skills in reading from left to
right, top to bottom and return sweep. Let them follow and perform the correct eye
movement skills.

4.2 Activity Interactive Modelling/ Guided Practice:

Pair up pupils. They will be given a set of 7 labels with parts of a book
10 minutes already labelled on them. Have pupils work together to identify these 7 parts.
Walk around, answer questions, and assist any pairs needing assistance. After
pupils have successfully completed labelling a book in pairs, they will show what
they know independently. Finally, each pupil will get a book. And allow them
time to label the book and bring it to the teacher when they are finished.

Analysis Ask: What are the parts of a book?

Where can we find each part of the book?
10 minutes What does the table of contents contain?
What does the index contain?
What does the glossary contain?
What are the proper eye movement skills learned today?

4.4 Abstraction
 Ask:
5 minutes Are the parts of the book important? Why?
Explain the purpose of each part of a book.
How do we take good care of our books? Why?
Why do we need to perform the proper eye movement when
reading?
4.5 Application Directions: Use the table of contents below to answer the questions.

  YOUR HEALTH AND YOU

5 minutes
1. About Your Body and How it
18-36
works
2. Eating Healthy Foods For Health 37-59
3. Safety and You 60-75
4. Guarding Against Disease 76-92
5. Health and Our World 93-108
6. Exercise and Health 109-123

1. How many chapters are in this book?

a. 5 c. 6
b. 3 d. none of these
2. What is the title of the third chapter?
a. Exercise and Health c. Health and Our World
b. Safety and You d. none of these
3. What pages can you find information about how to guard against
disease?
a. 109-123 c. 60-75
b. 37-59 d. 76-92
4. What chapter has information on how your body works?
a. chapter 3 c. chapter 6
b. chapter 1 d. chapter 5
5. Assessment (Indicate whether it is thru Observation and/or Talking/conferencing to
10 minutes learners and/or Analysis of Learnerˊs Products and/or Tests) 10 minutes

Directions: You have a report to write on basketball. This is part of the index in the
back of the reference book in the library. Use the index below to help you answer
the questions.
Basketball
Basketball quiz 211-223
College Teams 172-182
Equipment 98-112
Famous Players of the NBA
309-345
History 1-26
Rules of the Game 27-39
Teams in Europe 114-171
Teams in the US 184-208
Women Players 224-266
 
ANSWER THE QUESTIONS:
1. What is the author's purpose of this writing?
a. inform c. persuade
 b. entertain d. none of these

2. What information can you find on pages 27-39?

a. Teams in Europe c. Teams in the US
b. Rules of the Game d. Equipment
 

3. What pages will you most likely find information about Michael Jordan?
a. 224-266 c. 309-345
b. 98-112 d. none of these
 
4. The History of Basketball can be found on pages ______.
a. 224-266 c. 98-112
d. 1-26
b. 172-182

6. Assignment (indicate whether it is for Observation and/or Enrichment and/or Enhancement and/or
Preparation for a new lesson) 3 minutes
3 minutes

Enrichment: You could have the students who need more of a challenge see if
they can come up with other items to label in a book. For example, they could
label characters, the title page, etc. Let their imagination run wild.

Support: You could have struggling students start by labelling only 4 or 5 parts of

the book and then add one on at a time.

7. Wrap  
up/Concluding Have the pupils see if they can name the parts of a book and tell why they
Activity are important.

2 minutes

Prepared by:

Name: JEANELINE C. School: BIBIANA MERCADO INTEGRATED

ABORDO SCHOOL
Position/ MASTER TEACHER 1 Division: DEPED- DANAO CITY
Designation:
Contact Number: 0915-0034579 Email [email protected]
Address:
DETAILED LESSON PLAN
DLP No.: 5 Learning Area: Grade Level: Quarter: Duration:
English 2 1st 50 minutes

Learning Listen to a variety of media including books, Code:

Competencies: audiotapes, videos, and other age appropriate
publication and EN2OL-Ia-j-1.1
a.) Note important details pertaining to
a. characters b. settings c. events

Key Concepts/ The elements of a story are the characters, setting and the events.
Understandings Characters- are the people or animals in a story
to be Setting - tells when and where a story happens or takes place
Developed: Events - are actions in a story. The problem is an event to be resolved
by the characters. The solution tells how the problem is
resolved

1. Objectives

Knowledge Identify / tell the setting, characters, events in a story read/ heard

Skills Note details by answering wh questions in a selection read/ heard

Attitudes Possess the value of sharing

Values Extend a helping hand to those in need

2.Content/Topic Noting Important Details Pertaining to Characters, Setting, and Events

3. Learning
Resources/  Union Bank Learning System Student’’s Work Text, p. 122
Materials/ book, charts
Equipment  

4. Procedures (Indicate the steps you will undertake to teach the lesson and indicate the no. of minutes
each step will consume)

4.1 Introductory Have the pupils relate experiences where they offered help to people who are
Activity hungry and sick. Do you feel happy when you are able to help someone?
5 minutes
The Two Hunters
4.2 Activity Have a group activity
Once upon a timewhere theytwo
there were willhunters
read awho story
wentfrom theforest
into the chart/ projector.
to hunt
for treasures. Each of them carried a bag full of food and water.
The teacher reads the story aloud while the pupils follow silently on the
10 minutes chart/ theWhen they reached the forest, the two agreed to their separate ways. One
teacher may also use project
proceeded to the right and the other to the left.
The first l hunter who proceeded to the right met an old man who asked for
food. The hunter kicked the old man and drove him away. Because of this the
old man became very sad and left without getting any food.
The second hunter after a long walk suddenly felt tired. He rested under a
big tree and fell asleep. When he woke up, he saw the hungry man ear him. He
offered him something to eat at once. The old man was pleased with the second
hunter that he promised to reward him.
Because you are a man with a kind heart. I will give you a reward. Go
inside the mountain and look for a reclining tree. Dig under the roots of this tree
and you will find a jar full of gold.” Here’s a rope that you can use to bring the jar
home”. The old man said.
Then the second hunter proceeded and when he saw a reclining tree, he
dug beneath the rocks and there it was a JAR FULL OF GOLD! He tied a rope
around the jar and pulled it home. He used the gold to buy his children ice food,
clothes ad toys.
As the first hunter , he has not returned home from the forest since then.
 Then have each group brain storm in answering the motive and comprehension
questions.
1. Where did the story happen?
2. Who were in the forest?
3. What did they agree on?
4. Whom did the first hunter meet?
5. What did he do with the old man?
6. What happened to the second hunter after a long walk?
7. What did he do?
8. Whom did he see when he woke up?
9. Who saw the jar full of gold?
10. How did the second hunter use the gold?

4.3 Analysis Discuss with the pupils the setting, the characters and the important events in the
story. Guide them in making a story frame or story map.
10 minutes
The Setting:
The Main Characters:
Event 1
Event 2
Event 3
Event 4
Event 5

Values brought out in the story

4.4 Abstraction
Ask: Who did we talk about in the story? Who we talk about are called
5 minutes the characters.
Where did the story happen? Where it happened is the setting.
What are the events in the story?

4.5 Application Directions: Read this short paragraph and complete the frame.
 5 minutes
A mother and her two sons were walking in the forest. It was a
sunny day. The two sons asked their mother for some water to drink.

Characters Setting

EVENT 1

EVENT 2

EVENT 3

There was once a king who could not hear very well. His
doctors in the palace tried to cure him but they all failed. One day a
young doctor came to the palace. He told the king that he could cure
him.

Characters Setting

EVENT 1

EVENT 2

EVENT 3

5. Assessment Indicate whether it is thru Observation and/or Talking/conferencing to learners and/or

10 minutes Analysis of Learnerˊs Products and/or Tests) 10 minutes

Directions: Read these paragraphs. Find out the words that give the setting of the
story, the important characters and the important event. Write them in the chart
below.

1. There was an old man who went to the forest. There he gathered sticks
for firewood.

2. Arvin was a young man who worked in the candy factory. He was an
industrious worker.

3. Ann was walking along the road one afternoon. She saw a wallet.

4. It was summer vacation. The children went swimming in the sea.

Setting Character Event

1.
2.
3.
4.

6. Assignment (Indicate whether it is for Observation and/or Enrichment and/or Enhancement and/or
3 minutes Preparation for a new lesson)
 Directions: Write the characters, setting, and event of this story on the
chart below.

In the forest, the trees and the bamboos were talking about which of
them was stronger.

Character Setting Event

 
7. Wrap Think and ponder on this: “Help those who are in need and you will be
up/Concluding Rewarded.”
Activity

2 minutes

Prepared by:

Name: JEANELINE C. School: BIBIANA MERCADO INTEGRATED

ABORDO SCHOOL
Position/ MASTER TEACHER 1 Division: DEPED- DANAO CITY
Designation:
Contact Number: 0915-0034579 Email [email protected]
Address:

DETAILED LESSON PLAN

Learning Area: Grade Level: Quarter: Duration:

DLP No.: 6 English 2 1st 50 minutes

Learning Listen to a variety of media including books, Code:

Competencies: audiotapes, videos, and other age appropriate
publication and EN2OL-Ia-j-1.1
b.) Give the correct sequence of three events

Key Concepts/ When reading a story, it is helpful to note the important events in the order
Understandings that they happened. They will help us in understanding the story better.
to be The words first, second, then, last, and finally help in arranging the events
Developed: in order.
 
1. Objectives

Knowledge Tell the correct sequence of events in a story heard

Skills Arrange events in a story heard

Know the importance of hard work
Attitudes
Industriousness
Values
Sequencing / Arranging of Events
2.Content/Topic

3. Learning Learner’s Material pp. 289-290

Resources/ pictures, video clips, power point presentation
Materials/
Equipment
(Indicate the steps you will undertake to teach the lesson and indicate the no. of minutes
4. Procedures each step will consume)

4.1 Introductory Show a picture of ants gathering food.

Activity
Ask: Have you observed what ants carry on their backs? (Yes, No)
5 minutes What do you think they are carrying? (food)
What are they going to do with the food they carry? ( They are going
to eat them.)
Can they eat all the food? They’re too small and besides they are
always looking for food. (No)
What are they going to do with the extra food? (They are going to
keep them.)
Say: Class, keeping the food for future use is called storing.
Ants gather food and store them.
How then do you describe ants? (An ant is a hardworking insect.)
Valuing: When one is hardworking, what does he do? (He always works.)

4.2 Activity Guided Silent Reading:

The teacher reads orally while pupils follow reading silently.
10 minutes “The Ant and the Grasshopper” on pp. 289-290 of the LM.
Then have them answer the comprehension questions.
What was the ant doing?
Who was the ant’s friend?
What was the grasshopper doing?
What did the grasshopper ask the ant?
Why was the ant busy gathering food?

What kind of insect is the ant?

When the rainy days came, who had nothing to eat? Why?
Which of the two would you like to be? Why?
4.3 Analysis Through pictures, let the pupils tell the correct sequence of events. Then
write their answers on the board.
10 minutes What event come first? First the ant was gathering food.
What event come second? The grasshopper just played, danced
and sang all day.
What event come third? Then the rain came.
What event come fourth or last? Lastly the grasshopper had nothing to
eat.
Let them read each sentence written on the board.

4.4 Abstraction Are the events arranged from the first to the last that happened?
Do you remember how we arranged three events in the order that they
5 minutes happened?
What words do we use to tell about these events?

4.5 Application Directions: Read the story carefully. Arrange the events by writing a number
before each event.
5 minutes
One day, the farmer came to the ricefield. He called
his son and said, “The palay is ripe. It is time to harvest. Call
our friends to help harvest the palay.”

______ The farmer called the son.

______ The farmer’s son called their friends.
______ The farmer came to the ricefield.

(Indicate whether it is thru Observation and/or Talking/conferencing to learners and/or

5. Assessment Analysis of Learnerˊs Products and/or Tests) 10 minutes
10 minutes
Directions: Read the short story. Number these events 1, 2, and 3 to show
the correct order.
Then it laid an egg.
First the bird made its nest.
Next it sat on the nest.

_____ Then it laid an egg.

_____ First the bird made its nest.
_____ Next it sat on the nest.

(indicate whether it is for Observation and/or Enrichment and/or Enhancement and/or

6. Assignment Preparation for a new lesson) 3 minutes
3 minutes
Directions: Number the events to make up a story.
_______ She gets a flower vase and puts the flowers in it.
_______ She helps mother set the table.
_______ She puts chairs around the table.
_______ She puts plates spoons and cups on the table.

7. Wrap Teach the pupils the rhyme about an ant.

up/Concluding
Activity
2 minutes

“Maliit na Gagamba”
 Maliit na gagamba,
Umakyat sa sanga,
Dumating ang ulan,
Itinaboy siya,
Sumikat ang araw,
Natuyo ang sanga,
Maliit na gagamba,
Balik ulit siya.

Prepared by:

Name: JEANELINE C. School: BIBIANA MERCADO INTEGRATED

ABORDO SCHOOL
Position/ MASTER TEACHER 1 Division: DEPED- DANAO CITY
Designation:
Contact Number: 09150034579 Email [email protected]
Address: