DAILY School: Date: July 15, 2025

Teacher’s Nor-ain S. Mohamad Week: 1

LESSON Name:
PLAN Grade Level: 2 Quarter: 1

Theme:

I. OBJECTIVES
A. Content Standards The learners demonstrate phonological awareness and phonic
knowledge in decoding developmentally-appropriate words; and
understand and create simple sentences to express meaning
about oneself, family, and everyday topics.
B. Performance Standards The learners use phonological, phonic, and alphabet knowledge
to read/write words accurately; decode high frequency words and
some content-specific vocabulary; use phrases or simple
sentences to express ideas about oneself, family, and everyday
topics; and read grade level sentences with appropriate speed,
accuracy, and expression.
C. Learning EN2PA-I-1 Recognize rhymes in chants, poems, and stories
Competencies/Objectives heard.

Specific Objectives:
By the end of the lesson, pupils should be able to;
1. Identify rhyming words heard in short chants, poems, or
stories.
2. Imitate pairs of rhyming words with matching actions,
using correct pronunciations.
3. Actively participate in rhyme activities by repeating
rhyming words and showing enjoyment through actions
such as clapping, smiling, or singing along.

II. CONTENT Phonological Awareness

III. LEARNING RESOURCES
A REFERENCES
1. Teacher’s Guide pages MATATAG Curriculum Guide, p 47
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning
IV. PROCEDURES
Teacher’s Activity Pupil’s Activity
Preliminary Activities 1.Prayer
Let’s all rise for our prayer. A student volunteers. The
Would anyone like to volunteer prayer ends.
to lead the prayer?

2.Greetings
Good morning, everyone! Good afternoon, teacher!
How are you today? We’re good!

3.Attendance
Let’s check attendance. Please Students respond with
say ‘present’ when I call your “Present” as their names are
name. called.

4.Setting the mood

Before we start, share one word
 that describes how you're Excited! Sleepy! Curious!
feeling today.

5.Recalling of Classroom
Standard
Let’s quickly review our
classroom rules Students nod and respond
positively
What should you do when
someone is speaking? We listen respectfully and
don’t interrupt.
What should you do if I ask a
question and you know the Raise our hand and wait to be
answer? called.

Where should your phones be

during class? In our bags or pockets, on
silent mode.
Can I count on all of you to
follow our class rules today? Yes, teacher!
A. Reviewing previous “Good morning, class! To start
lesson or presenting the new our lesson, I’ll say a short chant.
lesson Listen carefully, and tell me if
you notice something special.”
“The frog sat on a log.
The cat wore a hat.”

What did you notice about the

words?”
“Some words sound the
same!”

“They end the same.”

“Frog and log sound alike.”

“Very good! Those are rhyming
words.”
B. Establishing a purpose for “Class, do you love singing your Yes, teacher!
the lesson favorite songs?”

Have you noticed how some

words sound the same at the
end? Like in this line:
🎵 ‘Twinkle, twinkle, little star,
how I wonder what you are’ —
Star and are sound alike, right?

“Today, we are going to become Yes, teacher!

rhyme detectives!”
“You will learn how to find
rhyming words in poems,
chants, and songs. These
rhyming words will help you
read better, remember more,
and have fun while learning!”

Let’s see how many rhymes you

can catch today — are you
ready to rhyme and shine?”
 Yes, teacher!
C. Presenting 🎲 Activity: “Rhyme or Not?”
examples/Instances of the
new lesson “Let’s play a fun game! I’ll say
two words. If the words rhyme,
clap twice. If they don’t rhyme,
tap your lap.”

Ready? Listen carefully!

Sun – Fun (✅ clap clap)

Cat – Dog (❌ tap tap)

Bug – Rug (✅ clap clap)

Ball – Bat (❌ tap tap)

Tree – Bee (✅ clap clap)

“What did you notice about the They sound the same!”
words that made you clap?”
“They rhyme!”

“Very good! Rhyming words

help us remember and enjoy
language. Can you think of
where we hear rhymes in real
life?”
“In songs!”

“In nursery rhymes!”

“In poems!”
D. Discussing new concepts “Now, let’s learn more about
and practicing new skills #1 how to recognize rhyming words
by listening to a fun little poem. I
want you to listen carefully.“

[Teacher reads the poem slowly

and clearly]

“I saw a bug,
It sat on a rug.
I saw the sun,
It was having fun.”

“Who can tell me which words in

the first two lines rhyme?” Bug and rug!
They sound the same!
“Yes! Very good. Bug and rug
are rhyming words because they
both end in the -ug sound. Say it
with me: bug – rug.” Bug – rug!

“How about the last two lines?

Which words rhyme there?” Sun and fun!
 They end the same!
Excellent! Sun and fun also
rhyme because they both end in Sun – fun!
the -un sound. Say it with me:
sun – fun.”
E. Discussing new concepts Activity: Repeating and acting.
and practicing new skills #2 “Now let’s say the rhyming
words together and do an action
to match!”

Frog–log → hop like a frog, sit

like a log Saying aloud: “Frog–log!”

Cat–hat → pretend to wear a Acting: Hopping like a frog,

hat clapping, laughing

Sun–fun → hands up like the

sun, then smile

Great job! Let’s learn how to

check if words rhyme.”

F. Developing mastery "Alright, class! Now let’s talk

more about rhyming words—not
just hearing them, but really [Students listen]
understanding how they work.

📌 What are Rhyming Words?

Rhyming words are words that
have the same ending sound. It
doesn’t matter how they are
spelled—what matters is how
they sound when we say them
out loud.

Let’s break it down:

🟩 Examples of Rhyming Words:

bug – rug

cat – hat

log – frog

sun – fun

These rhyme because their

ending sounds match. Say them
with me slowly: “bug... rug”,
“cat... hat”. Do you hear the
same ending? That’s what
makes them rhyme.

🟥 Examples of Words That Don’t

Rhyme:
 sun – box

pig – pen

tree – book

Even if they look like they might

rhyme, they don’t end with the
same sound, so they are not
rhyming pairs.

G. Finding practical "Okay, class! I will read some

applications of concepts and words aloud. The first word is
skills in daily living the clue. You will help me find
the words that sound the same
at the end — we call them
rhyming words! I will call one
student per number to come to
the front and circle the words
that rhyme with the first word.
Are you ready?"

Item 1

Words: bag - tag, box, shoe “tag”

[Teacher calls on student]

Item 2

Words: ball - wall, chair, book “wall”

[Teacher calls on student]

Item 3

Words: pen - hen, box, ten “hen” and “ten”

[Teacher calls on student]

Item 4

Words: sun - run, fan, mop “run”

[Teacher calls on student]

Item 5

Words: bed - red, car, mat “red”

[Teacher calls on student]

“Very good, class!”

H. Making generalizations
and abstractions about the “Let’s remember what we
lesson learned today!”

“What do we call words that Rhyming words!

sound the same at the end?”

Activity! “Same Rhyme, Same

Time!”
“I will say a word, and I will tell
you the correct rhyming word.
Then we will say both words
together.”
“When I say cat, you say hat. Cat – hat!
Let’s say it together: cat – hat”

“When I say sun, you say fun. Sun – fun!

Let’s say it together: sun – fun”

“When I say dog, you say log. Dog – log!

Let’s say it together: dog – log”

“Very good, class! Today, we

learned that rhyming words are
words that sound the same at
the end.
We practiced saying them and
even matched actions to them.
Rhymes help us enjoy poems,
remember songs, and become
better readers!”
I. Evaluating learning “Get 1 sheet of paper.”
Read the following word pairs.
Draw a smiling face (😊) if they
rhyme, draw a frowning face
(☹️) if they do not.

Word Pairs:

1. bees – trees
😊

2. mangoes – tomatoes
😊

3. sun – apples ☹️

4. train – rain 😊

5. cool – pool 😊
J. Additional activities for Assignment:
application or remediation For your homework, ask
someone at home to say a
word. Think of a word that
rhymes with it. Then write a
rhyme sentence!”

Example:
 Word: “car”
Rhyme: “star”
Sentence: “I saw a car under a
star.”

“Tomorrow, we’ll share your

rhyme sentences in class. I’m
excited to hear them!”

"Great job today, rhyme stars!

Let’s do a rhyme clap: clap–
clap!”
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson
work? No. of learners who have
catch up with the lesson
D. No. of learners who require
to continue Remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my Principal
or Supervisor can help?
G. What innovation or localized
materials did I used which I
wish to share with the other
teacher.

Prepared by:

NOR-AIN S. MOHAMAD

Observed:

SANDRA M. PAIDOMAMA