2

Lesson Exemplar
Quarter 3
122
Week

for Grade 2 7
Lesson Exemplar for English Grade 2
Quarter 3: Week 7
This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum. It aims to assist in delivering
the curriculum content, standards, and lesson competencies.

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Published by the Department of Education

Secretary: Sonny M. Angara
Undersecretary: Gina O. Gonon

Development Team

Writer: Gerald C. Arugay

Content Reviewer and
Language Reviewer: Ellen Gelisanga-De la Cruz; Aisa Dadular-Pintor
Illustrator: Charmaine Loise Dizon, Jason O. Villena
Layout Artist: Carlo Borris G. Oraliza

Management Team
Bureau of Curriculum Development, Bureau of Learning Delivery, Bureau of Learning Resources

Management Team
Bureau of Curriculum Development, Bureau of Learning Delivery, Bureau of Learning Resources
MATATAG School Grade Level 2
K to 10 Curriculum Name of Teacher Learning Area English
Weekly Lesson Log Teaching Dates and Time Quarter 3 Week 7

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate development in decoding high frequency words and content-specific vocabulary; and
A. Content Standards
understand and create simple sentences in getting and expressing meaning about their school and everyday topics.
The learners use their developing word knowledge to recognize sight words; decode high frequency words and
B. Performance
content-specific vocabulary; use simple sentences to express ideas and narrate personal experiences about their
Standards school and content-specific topics; and read grade level sentences with appropriate speed, accuracy, and expression.
EN2CAT-I-1 Read grade EN2VWK-I-1 Identify high- EN2CAT-I-1 Read grade EN2GAGS-I-5 Identify the
level sentences with frequency words level sentences with parts of simple sentences:
appropriate speed, accurately. appropriate speed, (who/what, what are they
accuracy, and expression. accuracy, and expression. doing, when/where/how).
EN2CAT-I-1 Read grade 2. asking sentences
EN2CAT-I-3 Comprehend level sentences with EN2CAT-I-3 Comprehend (interrogative)
informational texts. appropriate speed, informational texts.
1. Note at least three accuracy, and expression. 1. Note at least three EN2GAGS-I-6 Use correct
significant details in significant details in capitalization and
informational texts. EN2CAT-I-3 Comprehend informational texts. punctuation for simple
3. Identify text types: time informational texts. 3. Identify text types: time sentences.
C. Learning order and procedural. 1. Note at least three order and procedural 2. asking sentences
Competencies significant details in (interrogative) Commented [AD1]: change all the codes to EN2CAT-II-I
EN2GAGS-I-7 Identify informational texts. EN2VWK-I-2 Use
discourse markers for a 2. Identify problem and vocabulary referring to: EN2GAGS-I-4 Sequence
given text type: time order solution. 2. content-specific topics words to represent
and procedural. meaning in simple
EN2CCT-I-6 Compose EN2CCT-I-3 Express ideas sentences.
EN2CCT-I-8 Express ideas texts to react to a topic about one’s experiences. 2. asking sentences
using text types: time order 2. content-specific topics (interrogative)
and procedural.
EN2GAGS-I-7 Identify
EN2VWK-I-2 Use discourse markers for a EN2GAGS-I-3 Use simple
vocabulary referring to: given text type: procedural sentences with proper
1
 2. content-specific topics EN2CCT-I-8 Express ideas intonation (pitch, juncture,
using text types: rhythm).
EN2CCT-I-3 Express ideas procedural
about one’s experiences.
2. content-specific topics
At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
the learners are expected the learners are expected the learners are expected the learners are expected
to: to: to: to:
• read common words • read common words • read common words • identify the parts of the
quickly, correctly, and quickly, correctly, and quickly, correctly, and asking sentences;
with the right expression; with the right expression; with the right • use sequence words (like
• identify three important • identify three important expression; first, next, and last) in
details from the details from the • identify three important simple sentences;
informational text read; informational text read; details from the • write asking sentences
• name words that show • Determine the problem informational text read; (questions) using the
D. Learning steps and order (like first, in the text and the • name words that show right words and
Objectives next, then, finally) from solutions offered; and steps and order (like at punctuation; and
the informational text • share thoughts or the beginning, • ask questions with
read; and feelings about the text afterwards, and lastly) proper intonation (pitch,
• use words related to a read. from the informational juncture, rhythm).
topic (like doctor, nurse, text read; and
health center) to talk • use words related to a
about own experiences. topic (like garbage,
clean, plastic, times,
paper, food, and bag) to
talk about own
experiences.
• Noting Significant Details • High-Frequency Words • Noting Significant Details • Parts of a Simple
• Words that Signify Time • Noting Significant Details • Words that Signify Time Sentence (Asking
Order and Procedural • Identifying Problem and Order and Procedural Sentences)
Solution • Capitalization and
II. CONTENT Punctuation for a Simple
Sentence (Asking
Sentences)
• Proper Intonation (pitch,
juncture, rhythm) for a
2
 Simple Sentence (Asking
Sentences)
III. LEARNING RESOURCES
“Visiting the Health Center” “Our Barangay Fiesta” by “Garbage Collection Day” “Shopping at the Mall” by
A. References by Gerald C. Arugay Gerald C. Arugay by Gerald C. Arugay Gerald C. Arugay
• Flash Cards that • Flash Cards with the • Real or Toy props: empty • Drawing of a mall scene
contain words like words: barangay, fiesta, bottle, a broom, with stick figures (places
doctor, nurse, check, clean, community, crumpled papers, like: store, food court, toy
celebrate garbage bin shop)
health, card
• Pictures of a health • Paper Balloons or Shapes • Vocabulary Spinner (real • Labels for time-order words:
First, Next, Then, Last
center, nurse, doctor, with the Words: or digital) with the words:
and medical tools barangay, fiesta, clean, garbage, clean, plastic, • Board or chart paper for
community, celebrate paper, food, and bag writing story steps
• Use finger puppets or
• Picture clues simple • Large and colorful word • Markers or chalk for
stick-figure drawings drawing and labeling
(nurse, doctor, student) sentence strips (placed cards with simple photos
B. Other Learning on a board or a table) or drawings (garbage, • Picture strip sets for each
• Sentence Strips group: Mama with red bag,
Resources • Display Chart for the • Tape or string to hang clean, plastic, paper,
Papa with black shoes,
Lesson Objectives balloons around the food, and bag) Robot in toy store, and
classroom • Puzzle Cards Family eating snacks
• Display Chart for the • Clean-Up Chart • Word strips: First, Next,
Lesson Objectives • Booklet Then, Last
• Display Chart for the • Glue or tape for pasting
Lesson Objectives strips
• Group sentence practice
sheet or sentence strips
• Sentence guide posted for
support
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Say: Today, we will read a Say: Good morning, class! Say: Who helps at home Ask: Have you ever gone to
short story about a visit to Today, we’re going to have during garbage day? What the mall with your family?
Activating Prior the health center. But fun reading some words do you do? Let us act it out What do you usually do
Knowledge first, let us talk! Have you and guessing what they together! there? Do you buy things,
ever been to a health are about. Let’s read the eat snacks, or visit the toy
center or a clinic? What store? I want you to think
3
did you see there? What words written on the Assign simple roles to about a time when you
did people do? flashcards: volunteers like sweeping went to the mall. Let us
the floor, putting garbage in share!
Let the learners share a bag, or separating plastic
experiences. and paper. Let the rest of
barangay fiesta the class watch and guess
clean community what the volunteers are Call on 3–5 volunteers to
Write words like doctor, celebrate doing. briefly share their
nurse, check, health, card experiences.
on the board as they are Ask: What do you see?
mentioned by the learners. What do you think your Use guiding questions:
Ask: Where have you seen classmate is doing? (I see “Who did you go with? Commented [EC2]: Please indicate possible answers
these words before? (at my classmate holding a What did you do first?” eclosed in a parenthesis.

home, in school, in the plastic bottle and a paper; I

Show pictures of a health neighborhood) think he is separating the
center, nurse, doctor, and trash; or I think she is
medical tools. sweeping the floor.) Draw a mall scene on the
board with simple stick
Provide real or toy props figures and label different
Hold up each flashcard.
like an empty bottle, a places: store, food court,
Point and say the words broom, crumpled papers, toy shop.
or a small garbage bin to
aloud in the class.
make the scene more
Let the learners read aloud Then draw arrows and
familiar. Label the props if
with you. And paste each label: First, Next, Then,
needed.
word on the board Last.
separately. Invite a few
learners to share what the Say: These are special
words remind them of. words we use when we tell
what happened in order.
We will learn more about
them today!
Let them share short
ideas, e.g., “We had a
fiesta last week!” or “Our
barangay cleaned the
street.”
4
 Say: Today, we will read a Say: Today, we will read a Say: Today we will read a Say: Today, we will read a
short story to help us learn story about a barangay story about garbage day. short story about a family
how things happen in celebration. While reading, We will learn how to read trip to the mall. We will
order. We will also learn we will learn how people smoothly, find important learn to tell a story using
new words about the health worked together to solve parts, and use new words special words like first,
center. At the end, you will problems. You will see to talk about what we do at next, then, and last. We will
use these words to tell your some of the words we just home. This will help us also learn to ask questions
own story! read. Let’s find out how become good readers and politely and correctly using
they are used in the story! helpful members of our a question mark and a
family and barangay. rising voice. These skills
Read the objectives aloud Read the objectives aloud will help you speak and
and explain each in simple and explain each in simple Read the objectives aloud write clearly.
words and let the learners words and let the learners and explain each in simple Commented [EC3]: Specify in simple terms the objectives
read the contents of the read the contents of the words and let the learners Read the objectives aloud in this area. Please apply the suggestion in day 2 and 3 as
chart paper. chart paper. read the contents of the and explain each in simple well.
chart paper. words and let the learners
Display chart paper with Display chart paper with read the contents of the
Lesson
the objectives written in the objectives written in chart paper.
Purpose/Intention child-friendly language: child-friendly language: Display chart paper with Commented [EC4]: please add "... and let the learners read
the objectives written in Display chart paper with the contents of the chart paper." Apply the suggestion to day
• I can read at the right child-friendly language: 2 and day 3 as well.
the objectives written in
speed and use feelings child-friendly language:
• I can read at the right when I read.
speed and use feelings • I can find three • I can tell a story in order
when I read. important details in the • I can read at the right using first, next, then,
• I can find three story. speed and use feelings and last.
important details in the • I can tell what the when I read. • I can write and ask
story. problem is in the story • I can find three questions with the right
• I can find words like and how it was solved. important details in the words and punctuation.
"first, next, and finally”. • I can share what I think story.
• I can talk about my own or feel about the story I • I can find and say words Ask the learners to read
experiences using new read. that tell the order of them aloud with you.
words. things. Beside each objective, Commented [EC5]: Be consistent in the type of the bullet
place a small drawing: used in day 1-4.
• Clock = sequence

5
 • I can use words about • Pencil and question mark
the topic to talk about = writing questions
my own life. • Mouth and ear =
speaking and listening

Say: Let us learn some Stick the balloons or Say: Let us practice using Say: Let us learn some
important words you will shapes with written words some words we see in the special words that help us
see in our story. (barangay, fiesta, clean, story. We will spin a wheel, tell what happened in
community, celebrate) and when it stops, we will order. These are sequence
I will read each word, and around the room where the say the word, spell it, and words. Say them after me:
you will repeat after me. learners can easily find use it in a sentence. first, next, then, last.”
Do a clap for each syllable them.
of the word. Show
flashcards or real images Say: Class, we are going to Show the vocabulary SAY: Now, let’s play a
of doctor, nurse, check, play a fun game called spinner (real or digital). Let game. I’ll tell a story, and
health center, and card. Word Hunt and Match! I each learner take turns you will help me put it in
have hidden balloons/ spinning it. After the the right order.
shapes around the room. spinner stops, help the
Create a Word wall for Wait for my signal to find a learners “Say the word
visual reinforcement. balloon/shape. Once you aloud”, “Spell it aloud as a
Lesson Language
find one, you have to go class”, and “Say a sentence Tell this short story aloud:
Practice back to your seat. using the word.”
“I brushed my teeth. I
Give the signal for the woke up. I went to school.
learners to start by saying Post large, colorful word I ate breakfast.”
“GO!” Make sure each cards on the board with
learner finds a simple drawings or printed
balloon/shape. photos. Clap out syllables
or let learners act out the Ask: What should come
Say: Now, when I call your words for fun.
first? What happened next? Commented [EC6]: Provide possible answers enclosed in a
name, stand up, show (First, I woke up. Next, I parenthesis.
your balloon, and paste it brushed my teeth. Then, I
beside the matching word ate breakfast. Last, I went
on the board. Read the to school.)
word out loud for everyone
to hear. After reading, try

6
 to use the word in a
sentence. Do not worry. I
will help you if you need it! Write the actions on the
board and let the learners
If a learner struggles, help you rearrange them.
prompt them with sample
sentences as follows:
Write and draw each step
• “Our barangay had a with labels:
fiesta.”
• “We clean our house • First – I woke up
every day.” (draw bed)
• “The community helped • Next – I brushed my
during the celebration.” teeth (toothbrush)
• “We celebrate birthdays • Then – I ate
with cake!” breakfast (plate of
• “Our barangay is big and food)
clean.” • Last – I went to
school (school
building)

During/Lesson Proper
Refer the learners to Day 1 Refer the learners to Day 2 Refer the learners to Day 2 Refer the learners to Day 2
Reading Text in the Reading Text in the Activity Reading Text in the Activity Reading Text in the Activity
Activity Sheet. Sheet. Sheet. Sheet.

Say: Today, we are going Say: Let us read our story Say: Let us read our story
to read a text together. Say: Today, we are going to today. I will read the part today. I will read the part
Reading the Key Listen carefully and follow read the text ‘Our first. Listen carefully. Then first. Listen carefully. Then
Idea/Stem with your eyes as I read Barangay Fiesta.’ While I you will read it after me. you will read it after me.
the words. read, I want you to listen
carefully and follow the
Read aloud and let the words with your eyes. Read aloud first. Then let Read aloud first. Then let
learners echo or read in the learners echo read. the learners echo read.
chorus.

7
 Later, we will read parts of
it together as a group, and
then we will talk about
what happened in the
story.

Read aloud clearly the first

paragraph using correct
expression.
Say: This time we will read Say: This time we will read Say: This time we will read Say: This time we will read
the text by section. Let us
Y the text by section. Let us the text by section. Let's the text by section. Let's
all read the first all read the first paragraph. read the first paragraph. read the first paragraph.
paragraph. e
Ask (After reading the first Ask (After reading the first Ask (after reading the first
s
Ask (After Reading the firstparagraph): chunk of the text): chunk of the story): What
paragraph): • What does the barangay happened first? (Mama
! do every year? (The • What happened in this bought a red bag) Who
What did the learners do barangay holds a big part? (The family cleaned bought something? (Mama)
first? Who opened the fiesta every year.) the house and picked up Why did she buy it? Commented [EC10]: Provide possible answers enclosed in
door? • What problem did they the garbage) (Because her old bag was parenthesis.
face this year? (The • Can you find a word that broken.)
Developing Say: Let us continue streets were not clean.) tells us when it
Understanding of the reading the second happened? (At the
Key Idea/Stem paragraph. Call on volunteers to beginning) Draw or show a picture of
answer. Guide or prompt if • Why do you think they a red bag and write: First –
Ask: (After Reading the they have difficulty. used a big plastic bag?(To Mama bought a red bag. Commented [EC7]: Please provide possible answers
second paragraph) Say: Let us continue put all the garbage in one enclosed in a parenthesis.
reading the second place) Say: Now let us read and
“What did the nurse do paragraph. learn what happened next
with the scale and the Ask (After reading the in the mall.
chart?” Ask (After reading the second chunk): Ask (after reading the
second paragraph): second chunk of the story):
Say: Let us continue • What did the barangay • What happened in this
reading the last paragraph. officials do to solve the part? (They tied the bags, • What did Papa look for?
Ask (After Reading the last problem? (They organized put them outside, and (Papa looked for new
paragraph): a clean-up drive.) black shoes.)
8
“What did the doctor • Who helped solve the waved to the garbage • What did the child do?
check? What did the problem? (The collectors) (The child helped carry
learners get before going community members • Can you find a word that paper bags.)
home?” helped.) tells us when it
Say: Let us continue happened? (Lastly) Draw a shoe and a paper
To let the learners reading the last paragraph. • How do you feel when you bag. Label it: Next – Papa
visualize the events in Ask (After reading the help clean your home? (I looked for shoes. Commented [EC8]: provide possible answers enclosed in a
the story, ask five third paragraph): feel happy and proud) parenthesis.
volunteers to act out the Say: Let’s finish reading
following steps: • What happened after the Ask: (After reading the the story to know what
clean-up? (The barangay third chunk, ask the happened last.
1: Three patients lining up became clean and following questions):
in a clinic. beautiful.) Read first and let the
2: Nurse checks the • How did the community • What happened in this learners follow:
patients’ weight/height. celebrate together? (They part? (They sorted the
3: Doctor with flashlight played games, ate food, garbage and cleaned the Ask (after reading the
checks the patient. and watched bins and the floor.) third chunk of the story):
4: Nurse gives the card to performances.) • Can you find a word that • What did the child see?
the patient. 4. Who thought of a way to tells us when it (The child saw a shiny
fix the problem? (The happened? (Afterwards robot with lights and
Ask: barangay officials) and Then) moving arms)
1. What is the first thing 5. What did the • Why do you think they • What happened last
that happened? (The community do together? separate the trash? (So before they went home? Commented [EC9]: Please provide possible answers
patients are lining up in a (They helped clean the they can recycle and keep (They bought snacks and enclosed in a parenthesis.
clinic.) barangay.) things organized) rested on a bench.)
2. What happened next?
(Nurse checking the Use color-coded word cards Draw a robot and popcorn.
weight/height of the to show time-order words: Write: Then – Went to toy
patients.) at the beginning (green), store / Last – Ate snacks
3. What happened then? afterwards (yellow), lastly and rested
(Doctor with flashlight (blue). Post them as you go.
checks the patient)
Activity: "Puzzle Match"
Use a color-coded
underline or highlight on
the time-order word in
9
 each sentence (first, next, Say: Now we will use what Activity 4: Picture Strip
then, etc.) to reinforce the we read to put the story in Sequencing
concept visually. the right order.
Say: Now let us show the
Say: Time-order words like Refer the learners to Day 3 story using pictures. Each
first, next, then, after that, LAS: Sequencing of group will get four pictures
and finally help us know Events. from the story. Work
the order of events. together to put them in
Answers: order and match the right
Refer the learners to Day 1 word: First, Next, Then, or
LAS Activity: Sequence 1. First, the child picks up Last.
Events garbage.
Answers: Give each group a picture
1 5 3 4 2 2. Afterwards, the child set (Mama with bag, Papa
Let the learners read the wipes the bins. with shoes, robot in toy
correctly ordered events store, eating snacks).
aloud as a class. 3. Lastly, the garbage
truck comes. Provide strips labeled
“First,” “Next,” “Then,”
“Last.”

Let the learners paste or

match the pictures in the
correct order.

Say: Read the full sentence

aloud by group using their
pictures.
Example: “First, Mama
bought a red bag.”
Activity 5: Let’s Pretend: Mini-Pair Activity: “Tell Activity 5: "My Clean-Up Activity 5: Ask Me a
Deepening A Visit to the Health It Again!” Chart" Question” (Question
Understanding of the Center Say: Now, find a partner to Building and Speaking
Key Idea/Stem retell the problem and Say: Think of what you do Practice)
solution using four special at home to help with
10
Say: Let us act out the words we’ve learned: cleaning and garbage. Let’s Say: In the story, there
story we just read! Pretend barangay, clean, make our own clean-up were many things that
to be someone from the community, and chart! happened. Now, let’s learn
health center story. Some celebrate. how to ask questions
of you will be doctors, Give learners a three-box about the story. Questions
some will be nurses, and Post the following chart worksheet. Ask them or Interrogative sentences
others will be patients. Use beginning phrases for the to draw and write about begin with words like
the new words we learned learners to complete. three things they do at What, Who, and Why. They
today and show the steps home to help with garbage. end with a question mark
in order, just like in the “The problem in the Encourage them to use the (?) and our voice goes up
story. Do not forget to use barangay was…” words garbage, clean, at the end.
the words first, next, then, plastic, paper, food, and
after that, and finally as bag, and to use time words Write sample questions on
you act. like first, next, and finally. the board:
“The solution was…”
Assign simple roles to Let the learners pair up. Model your own clean-up 1. What did Mama buy?
groups of learners (3–4 Walk around and listen as chart on the board. Say 2. Who looked for
per group): pairs practice retelling. your sentences aloud shoes?
Doctor, Nurse, Ask volunteers to share using expressions. ("First, I 3. Why did the family go
Patient, and their answers to the class. pick up garbage. Next, I to the mall?
Narrator (optional – Say: Great job. Thank you put food in a bag. Finally, I
helps tell the steps for sharing your answers! sweep the floor.") Practice reading each one
aloud) with correct intonation.
Refer the learners to Day
Provide simple props or let 2 LAS. Pair up the learners. The
the learners draw and cut first learner asks one
their own props: question, the other
Small paper flashlight answers. Then they switch.
Card (cut-out index
cards)
Paper nurse hat or
Model question building
stethoscope
using a sentence strip. Let
Signboard: “Health
the learners come up and
Center”
place question words in
front of the sentence
Make sure to provide
starter. Example:
safety precautions as the
11
learners will be using a → Mama bought a bag.
pair of scissors to cut their → What did Mama buy?
props.
Activity: “My Own Mall
Have the learners plan Story”
their skit by deciding who
says and does what in SAY: Now it’s your turn to
each step. Prompt them to write! Think about your
include these actions: own trip to the mall. Write
o Lining up four sentences using first,
o Being called by the next, then, and last. After
nurse that, write one question
o Checking weight about your friend’s story.
and height
o Seeing the doctor Distribute writing
o Receiving the card templates or lined paper.
and saying thank
you Guide them to write four
sequence sentences.
Let each group rehearse
for 3–5 minutes. Help them write one
question with proper
punctuation.

After writing, pair up the

learners to read their
stories and questions
aloud.

12
After/Post-Lesson Proper
What Did We Learn? Activity 6: Let’s Think Activity Title: "Talk and Say: Let us remember
and Speak! Share" what we learned today.
Ask: What words helped
us know the order of the Say: Let’s take a moment Ask: "What did we learn Ask:
story? to think about the story we about keeping our home • Why do we use words
read today. It was not just clean? Why is it important like first, next, and last
SAY: Raise your hands about a fiesta. It was also to sort garbage?" when we tell a story? (We
and wait to be recognized about people helping each use words like first, next,
before you answer. other. SAY: Share your answers and last to show what
using sentence starters: happened in order.)
Let others repeat good Ask: What helped solve the • "I learned that..." • Why do we ask
answers for reinforcement. problem in the story? • "It is important to..." questions? (We ask Commented [EC11]: Provide possible answers enclosed in
Why is it good to work as a • "When we clean, we questions to understand a parenthesis.
Show the Circle time-order community? help..." the story better and to
words on the chart. Ask get more ideas.)
the learners to say I also learned that for Complete the sentence by
something about it. every problem, there is a filling in the missing Call on 2–3 learners to
Making Generalizations solution. words. share their ideas. Write the
and Abstractions
main points on the board
. “I also learned that in as they answer.
giving instructions, it is
important to use time-
Complete the sentence.
order words like first, next,
• We use (sequence)
and finally.”
words to tell events in
order.
• We ask (questions)
to learn more and to show
we are curious.
• Good questions
have a (question) mark
and use the right voice.

• Another name for asking

questions is Interrogative
Sentence.
13
 Refer the learners to the Activity: Let’s Show Activity: My Garbage Day Refer the learners to the
Day 1 Learners Activity What We Know Story Day 4 LAS (Evaluating
Sheet: Complete Me. Learning)

Answers: Refer the learners to the

Question 1: First; health Day 2 LAS: Problem and Refer the learners to the
center Solution Day 3 LAS: Problem and Answers:
Question 2: Next; nurse Solution
Question 3: doctor
Answers:
1. C: sequence
1. No answer 2. A: questions
2. First, they collected 3. B: question mark
Evaluating Learning the garbage from 4. A: first, next, last
each room. 5. A: Interrogative
3. Then, they placed Sentence
the garbage in a big
plastic bag. Commented [AD12]: Change evaluating learning as the
4. After that, they tied indicated acitivities are not formative assessments.
the garbage bags
Evaluating learning should be in a form of a short quiz.
and placed them
outside the house. Do not evaluate their recognition of High-frequency words.
5. Lastly, they waited High frequency words are recognized implicitly during the
for the garbage reading process....these high-frequency words can be
embedded in the language practice.
truck to arrive.

Learning Activity Sheet: Give each learner a mini-

My Visit: Draw and Write booklet or worksheet
Additional Activities for Give each learner a titled “How I Brush My
mini-booklet or Teeth”.
Application or
worksheet titled “My
Remediation (if Visit to the Clinic”. Ask the learners to write
applicable) Ask the learners to draw three steps in brushing
and write three steps their teeth.
from their visit using:

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 o Time-order words: First,
Next, Finally Let the learners finish the
o Vocabulary words: statement by writing First,
doctor, nurse, check, card, Next, Then, and Finally.
health center

Provide sentence starters o First, I put toothpaste on

on the board for support: my toothbrush.
o First, I went to the... o Next, I put water in a
o Next, the nurse... glass.
o Then, the doctor... o Then, I use the up- down
o Finally, I got my... movement to brush my
teeth.
Model the activity first by o Finally, I wash my mouth
drawing on the board or a with water.
chart paper:

First, I saw the nurse.

Next, the doctor checked
my eyes.
Finally, I got my card.

Create a display wall in the

room titled “Our Health
Heroes,” and pin the
finished booklets or sheets
for everyone to see.
Remarks
Reflection

Prepared by: Reviewed by: Approved by:

________________________ ________________________ ________________________

Subject Teacher Master Teacher/Head Teacher School Head

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