Republic of the Philippines

Department of Education
REGION X - NORTHERN MINDANAO
SCHOOLS DIVISION OF LANAO DEL NORTE
MALINGAO CENTRAL ELEMENTARY SCHOOL
MALINGAO, TUBOD, LANAO DEL NORTE

School Malingao Central Elementary School Grade Level 2

Teacher IRENE R. ESPRA Learning MTB-MLE
Area
Date & Time December 14 ,2023 @ 2:40-3:30 Quarter 2ND

I. OBJECTIVES
The learner listens critically to one-two paragraphs; use appropriate
A. Content Standards expressions in varied situations; reads texts for pleasure and
information critically in meaningful thought units.
Responds properly to environmental prints like signs, posters,
B. Performance Standardscommands and requests; and writes legibly simple sentences and
messages in cursive form.
C. Learning
Competencies/ Write/copy words, phrases, and sentences with proper strokes,
Objectives (Write the spacing, punctuation and capitalization using cursive writing.
code for each LC) MT2PWR-IIe-i-3.4
At the end of the lesson, pupils should be able:
Cognitive: To recognize high-frequency words with short /u/ sound
in CVC pattern using pictures;
D . Specific Objectives Psychomotor: To spell high-frequency words with short /u/
sound in CVC pattern using pictures; and
Affective: To value the importance of being caring.

4 A’s Activity, Differentiated Instruction, Explicit Instruction

Strategies on Vocabulary Development:
E. Teaching Strategies
ABC Chart, Rebus, Word Pyramid, Word Hunt, Word Wall

Integrations:
English: Identify the English equivalent of words in the Mother
Tongue or in Filipino (EN2VD-Id-e-1)
E. Integration of
ESP: Nakapaglalahad na ang paggawa ng mabuti sa kapwa ay
Content Within
pagmamahal sa sarili. (EsP2P- IIf 11)
and Across
MAPEH: sings children's songs with accurate pitch (MU2ME-IIb-4)
Curriculum
AP: Naipaliliwanag ang pananagutan ng bawat isa sa
pangangalaga sa likas na yaman at pagpapanatili ng kalinisan ng
sariling komunidad
II. CONTENT Spell High-Frequency Words with Short /u/ Sound in CVC Pattern
A. References
1. Teacher’s Guide K-12 CG page 36, K-12 MELCs page 131
Pages
2. Learner’s
Material Pages
3. Textbook Pages
4. Additional
Materials from LR
 Portal
PowerPoint presentation, cut-out pictures, printed materials
B. Other Learning
Fuller Approach in Teaching Beginning Reading Small Book-LDN
Resources
III. PROCEDURES ACTIVITIES ANNOTATIONS
A. Reviewing previous A. Preliminary Activity: Building Rapport
lesson or presenting 1. Prayer
the new lesson 2. Greetings
3. Checking of Attendance This illustrates
observable # 5:
4. Attention Grabber
Managed learner
5. Setting of Classroom Rules behavior
The teacher will remind the pupils about the class constructively by
rules before the class starts. applying positive
and non-violent
discipline to ensure
learning-focused
environments.

This illustrates
observable #2
B. Review: ABC Chart Used a range of
Directions: Write 2 CVC words with short a, e, i teaching strategies
and o sound. that enhance
learner
Sound CVC Words achievement in
/a/ literacy and
/e/ numeracy skills.
/i/
This illustrates
/o/ observable #8
Selected,
developed,
C. Motivation: Interactive Presentation organized and
Jumping Frog used appropriate
Directions: Identify and give the correct name of teaching and
the following pictures. Choose the letter of the learning resources,
correct answer. including ICT, to
address learning
goals.

*Giving compliments/praise to the pupils’

answers.

B. Establishing a Unlocking of Difficulties: Word Wall

purpose for the lesson Introduce the Pictures
 Activity
(Build on student’s
• pup- a young dog This illustrates
ideas) observable #3
• rug- a floor covering or a small carpet
Applied a range of
• nut- a fruit consisting of a hard or tough teaching strategies
shell to develop critical
and creative
CVC pattern - is a three-letter word. thinking, as well as
C. Presenting - consonant-vowel-consonant other higher-order
examples/ The vowel is always at the middle of the two thinking skills.
instances of the consonant sounds/letters.
new lesson
Motive Question:
How does Dan show his love to his pup?

Rebus Story: Fuller Approach Lesson 5: /u/

as in cut

Dan and his Pup

Written by: Irene R. Espra
Illustrated by: Gee Van Troy Ensendencia

Dan has a .

They sit on the .

They eat a .

Dan hugs his a lot.

They and .

They have so much fun under the .

Answering of the Motive Question:

How does Dan show his love to his pup?

Comprehension Check:
1. What is the title of the short story that we
have just read?
2. Who has a pup?
3. What do they eat?
D. Discussing new Short /u/ CVC Words
concepts and Word Web
practicing new Directions: Complete the word web by supplying
skills #1 the CVC words with short /u/ sound.

/u/

E. Developing Group Activity: Differentiated Instructions

mastery (Leads *Teacher will remind the pupils some rules in This illustrates
to Formative doing the activity. observable #6
Assessment) Group Rules Used
differentiated,
developmentally
appropriate
learning
experiences to
address learner’s
L-Listen B-Brainstorm C- gender, needs,
Cooperate strengths,
interests, and
Group Presentations experiences.
- 2 minutes only for each group presentation
(Learners are given utmost recognition in the
task they are presented.)
- One representative of group will present their
answers/outputs in the class. (Giving
compliments/feedback and timely feedback on
pupils’ answers/outputs)

GROUP ACTIVITY RUBRICS:

POINTS INDICATORS
5- Shows eagerness and cooperation to
do the task, participate actively,
do great help to the group
4 - Shows eagerness and cooperation to
do the task, good followers only
3 - Participated but late, with teacher’s
supervision
2 - Activity was done but does not show
eagerness to participate or cooperate
1 - No interest in participating the
activities

A. Beginning Group: Word Pyramid

Directions: Make a word pyramid from the given
word.

P U P
 B. Remedial Group: Word Hunt
Directions: Make a CVC word with short /u/ sound
from the given word.

hungry
Analysis
(Make thinking
visible)

C. Developmental Group: ABC Chart

Directions: Complete the chart by listing down 4
CVC words with short /u/ sound.

/u/

F. Finding practical From the story Dan and his Pup: This illustrates
applications of How does Dan take good care of his puppy? observable #4
concepts and Do you have pet at home? Is it important to take Managed
skills in daily good care of the animals around you? Why do classroom
structure to
living you say so?
engage learners,
individually or in
Abstraction groups, in
(Encourage meaningful
listening to others) exploration,
discovery and
hands-on activities
Application within a range of
(Promote physical learning
autonomy environments
&lifelong learning)
G. Making Remember! This illustrates
generalization CVC pattern - is a three-letter word. observable #7
and abstractions - consonant-vowel-consonant Planned, managed
about the lesson Whenever you see a CVC word, the vowel takes and implemented
developmentally
on the short vowel sound.
sequenced
teaching and
learning process to
meet curriculum
requirements and
varied teaching
contexts.
IV. EVALUATION
 Directions: Recognize and write the correct spelling of the following
pictures with short /u/ sound.

1. 2. 3.
H. Evaluating Learning

4. 5.

This illustrates observable #9

Designed, selected, organized and used diagnostic, formative and
summative assessment strategies consistent with curriculum requirements.
V. ASSIGNMENT
Reinforcement/Enhancement
Directions: Encircle the CVC words with short /u/ sound used in each
sentence.
1. I accidentally cut my finger.
2. Dad broke the mug.
3. The bus is red.
4. They play in the mud.
5. The sun shines so bright.
I. Additional activities
for application or Remediation
remediation Directions: Put a check in the space provided if the given CVC word
has a short /u/ sound and X if it is not.

_____1. cut
_____2. ham
_____3. dot
_____4. mug
_____5. gun

VI. REMARKS
VII. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
 work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use / discover which I
wish to share with
other teachers?
Prepared by:

IRENE R. ESPRA
Teacher Demonstrator

Checked by:

BEVERLY D. VILLA JESSY E. SEMENSE

ELLN Coordinator/School Principal Master Teacher I

Noted by:

MARY ARLENE C. CARBONERA, EdD

Public Schools District Supervisor