GRADES 1 to 12

        DAILY LESSON LOG

School:

Grade Level:

II

Teacher:

Learning Area:

ENGLISH

Teaching Dates and Time:

Week 5

Quarter:

4th Quarter

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

I. OBJECTIVES

A. Content Standard

Reading Comprehension and Study Strategies/Listening Comprehension

Attitude

Objectives:

Describe and discriminate the best part of the story

Listen and follow three-step directions

Write personal recount by completing a stem to answer the guide questions

Express feelings and opinions through varied activities

Vocabulary

Writing /Composition

Objectives:

Describe the characters of the story using synonyms

Identify words with similar meaning and list down synonyms

Write a simple story using synonyms

Oral Languages in English

Vocabulary

Fluency

Objectives:

Speak clearly and audibly in full sentences

Identify words with opposite meaning/antonyms

Read grade 2 level text with an accuracy of 95-100%

Attitude

Writing /Composition

Fluency

Objectives:

Discuss and annotate what they see in the community

Make a card to tell the things that one appreciate in nature. Write personal recount by completing a stem to answer the guide questions

Read with automaticity the 2nd grade High Frequency / Sight Words

Weekly Test

B. Performance Standard

Activate prior knowledge conceptually related to text and establish a purpose for reading

Be self-aware as they discuss and analyze text to create new meanings and modify old knowledge

Locate information from expository texts and use this information for discussion or written production

Demonstrate a love for reading stories and confidence in performing literacy-related activities/task

Acquire, study, and use English vocabulary words appropriately in relevant contexts

Express their ideas effectively in formal and informal compositions to fulfill their own purposes for writing

Have sufficient facility in English to understand spoken discourse and to talk and interact with others about personal

experiences and text listened to or read

Acquire, study, and use English vocabulary words appropriately in relevant contexts

Read aloud grade level texts effortlessly and accurately, without hesitation and with proper expression

Demonstrate a love for reading stories and confidence in performing literacy-related activities/task

Express their ideas effectively in formal and informal compositions to fulfill their own purposes for writing

Read aloud grade level texts effortlessly and accurately, without hesitation and with proper expression

C. Learning Competencies/  Objectives

Use personalexperiences to make predictions about text viewed and listened to

Use clues to makeand justify predictions before, during and after reading (titles, pictures,)

Participate/engage in a read-along of texts (e.g. poetry, repetitive text)

Give the meaning of

2-syllable words with

short e and a sounds

Express idea through illustrations or storyboard

Listen and respond totexts to clarify meanings heard while drawing on personal experiences

Give the meaning of

2-syllable words with

short e and a sounds

Read phrases, sentences and stories consisting of short a words and some sight words with appropriate speed, accuracy and proper expression

Participate/engage in a read-along of texts (e.g. poetry, repetitive text)

Express idea through illustrations or storyboard

Read phrases, sentences and stories consisting of short a words and some sight words with appropriate speed, accuracy and proper expression

Measure one’s ability to retain and apply knowledge and concepts .Learn to answer a weekly test.

Write the LC Code for each

EN2LC-IVe-f-2.4

EN2RC-IVe-2.16

EN2A-IVa-e-1

EN2V-IVa-e-22

EN2WC-IVd-g-1.6

EN2OL-IVe-1.1

EN2V-IVa-e-22

EN2F-IVa-d-4

EN2A-IVa-e-1

EN2WC-IVd-g-1.6

EN2F-IVa-d-4

II.CONTENT

Lesson 17 Bring Out the Hero In You

The Lion and the Mouse

Lesson 18Studying Can Save People

Synonyms

Lesson 19Be Proud of Who You Are

The Lion and the Mouse

Lesson 20Be Thankful for God’s Creation

The Lion and the Mouse

III.LEARNING RESOURCES

A. References

CG pages 15,31-32

CG pages 15,31-32

CG pages 15,31-32

CG pages 15,31-32

1.Teacher’s Guides/Pages

Unit 4 pp.33-34

Unit 4 pp.35-36

Unit 4 pp.36-37

Unit 4 pp.37-38

Unit 4 pp.33-38

2.Learner’s Materials Pages

LM pages408-412

LM pages412-413

LM pages413-415

LM pages416-418

LM pages 397-410

3.Textbook Pages

4.Additional Materials from Learning Resources (LR) portal

Computer or DVD player and the story book

Stuffed toy, pictures, and story book

Stuffed toy and story book

Manila paper, chart and flashcards

Test Notebook, pencil

B. Other Learning Resources

IV.PROCEDURES

A. Reviewing previous lesson or presenting the new lesson

Review

Daily Language Activity

Words for the Day (Drill)

Review

Daily Language Activity

Words for the Day (Drill)

Drill/Review

Show the stuffed toys and let the teacher use them to motivate the pupils.

Lion: Hi, I am Lion. I am the King of the Jungle.

Mouse: And I am Mouse. People don’t like me.

Activating Prior Knowledge:

Brave and courageous have similar meaning so they are _______.

What do you notice about the two words?

Do you remember how we call words with the same meaning?

Read the sentences inside the box.

Review: Let’s try to remember how we call words with the same meaning.

Do you know that there are also words with opposite meaning?

Big is the opposite of small.

Tiny is the opposite of huge.

What does opposite mean? Opposite is the reverse.

Show real objects and pictures to explain antonyms.

Drill/Review

Daily Language Activity

Testing Your Memory - Recalling the High Frequency words learned

B. Establishing a purpose for the lesson

Motivation:

Union Bank Learning System, Student’s Worktext, Drawing

Conclusions from the riddle p.158.

There are many trees here. The birds fly from one branch to another. The monkeys swing on vines. I am sitting.

Guess the setting of the story based from my clues.

Activating Prior Knowledge

Teacher will Think aloud and say: “Before we start reading today, I’m going to reread the last part of the story.” How did you feel while listening to the last part of the story?

Motivation:

Ask the children to describe the size of the mouse

Activating Prior Knowledge

Show pictures of a mouse and a lion. Compare the two animals. The mouse is small. Can you think of another word which has a similar meaning to small? Example: tiny and little

The lion is big. Can you think of another word with the same meaning? Example: large and huge . What are synonyms? Synonyms are words that have the same meaning.

What do you notice about these three words?

1. big, large and huge

2. small, tiny and little

Big, large and huge have the same meaning. Small, tiny and little have similar meaning, too. Do you know how we call words with similar meaning?

They are called synonyms.

Motivation:

Do you know that there are also words with opposite meaning?

Big is the opposite of small.

Tiny is the opposite of huge.

What does opposite mean? Opposite is the reverse.

Show real objects and pictures to explain antonyms.

Motivation:

Motivation: Complete the poem. Answer LM – Get Set

Look around you describe anything using these lines.

I see the ________ and the _________ sees me.

God bless the ____________, and God bless me.

Activating Prior Knowledge – Can you remember what happened in this picture? Can you retell the story of the Lion and the Mouse?

Orient pupils on the directions.

C. Presenting examples/ instances of the new lesson

Presentation –

Listen to your teacher as he/she reads the story,

“The Lion and the Mouse.”

Aesop’s Fable

Once there was a lion sleeping peacefully under the shade of a narra tree. Suddenly a mouse ran up his shoulders. The lion woke up and shook

himself like an earthquake and sent the little creature to the ground. The lion caught the mouse by the tail, holding him with one great paw. “Who

are you to disturb my much-needed sleep?”

roared the lion. Almost too scared to say anything, the mouse begged to be set free. “I give you my word, Sir Lion. One day I will return the favor.”

“Give your word, squeaking pip?” asked the lion, laughing. The mouse nodded and the lion lifted his paw and let the creature free. They went their

separate ways. The lion forgot about the mouse, but the mouse was more careful where he put his feet.

One day the lion roared pitifully through the forest.

It woke the mouse in the comfort of his rest. “That sounds like Sir Lion. He saved my life. I promised I would return the favor. Now is my chance.”The mouse hurried toward the sound. He saw

the lion hung from a great branch, caught in a hunter’s net, trapped so tightly it couldn’t move.

The mouse quickly climbed up the tree and down the thick ropes where he set to work with his sharp teeth. He chewed and pulled, nibbled and gnawed through the mesh until eventually the net

began to loosen and the lion was released.

The lion thanked the mouse. “Thank you, little mouse. I promise never to underestimate the smaller creatures again.” The mouse in turn tried to look heroic and brave. It was with some relief and not a little pride that he watched as the lion

disappeared into the forest.

Let’s Aim

Read the story:

“The Lion and the Mouse.”

Aesop’s Fable

Presentation

See LM(Let’s Aim) –Antonyms.

I. Tell whether the pairs of words are antonyms or

synonyms.

Say: Yes, it is. or No, it isn’t.

Presentation

Watch the video of the Lion and the Mouse.(optional) Then, let the children dramatize the story.

Show the picture of lion inside the net.

I see the lion and the lion sees me.

God bless the lion, and God bless me.

Ask the children to dramatize the story. Group the children by twos and encourage them to think of appropriate lines to complete their play. Pupils may use their mother tongue during the presentation.

Preparation of test

D. Discussing new concepts and practicing new skills #1

Comprehension Questions:

1. Why did the lion roar at the mouse?

2. How did the mouse save the lion?

3.Which part of the story is your favorite? Why?

4.Which is the worst part of the story? Why?

Comprehension Questions:

1. Why did the lion roar at the mouse?

2. How did the mouse save the lion?

3.Which part of the story is your favorite? Why?

4.Which is the worst part of the story? Why?

Comprehension Questions:

Allow the children to read the sentences with antonyms.

What are antonyms?

What are antonyms used in the above sentences given?

Comprehension Questions:

What do you think did the lion say in this picture? What do you see?

E. Discussing new concepts and practicing new skills #2

Group Activity

Allow the children to choose the best and the worst part of the of the story. Do the Timed-Pair Share (The pupils will choose their partners and will assign who will become letter A and letter B. Give each player one minute to share and then the next player will have the chance to answer the questions regarding the best and worst part of the story. Announce which player will talk first.

It’s Circle Time. Form a circle and group yourselves

into 5 members. Talk about the best and the

worst part of the story and tell the reason why you chose it. Would you recommend the story to your friends? Why? Why not?

Group Work:

Sketch the Character” activity. Give a vivid description of the two characters and the students must draw what they imagine.

Group Work:

Game – Antonyms or Not

• If the pair of words are antonyms, the children will say, “Yes, it is.”

• If the pair of words are not antonyms, they will say, “No, it isn’t.”

Group Work:

Make a giant card and write down the things that you see in nature.

F. Developing mastery

( Leads to formative assessment )

We Can Do It

Sequencing relay. Sequence the events of the story in the correct order.

We Can Do It

Listen to my description and then later you will draw the characters.

The lion is big. It is large. It is huge.

The mouse is small. It is tiny. It is little.

We Can Do It

Tell whether the pair of words are antonyms or

synonyms. Write, “Yes, it is.” or “No, it isn’t.”

We Can Do It

Recite:

I see the pack of lions and the pack of lions sees me.

God bless the pack of lions, and God bless me.

Testing

G. Finding practical/ applications of concepts and skills in daily living

I Can Do It

Choose the correct feelings of the characters in the story. Encircle the correct answer.

I Can Do It

Create as many Rainbow Synonyms as you can.

Put your answers inside the clouds.

ICan Do It

Write  5  pairs  of antonyms:

1._____________

2._____________

3._____________

4._____________

5._____________

I Can Do It

Working in a group is fun. You get to share your ideas. You get to work with friends. Did you know  that animals also live in groups? Each group of animals has a different group name. Match column A with the drawings of column B. Then

write the name of the animals beside each group. The first one was done for you.

H. Making generalizations and abstractions about the lesson

Remember This:

Ask the pupils to compare the feelings of the characters in the two pictures. Remind them to follow directions.

Remember This:

Synonyms are words with similar meanings.

Remember This:

Words with opposite meaning are called ANTONYMS

Remember This:

How do you express your ideas effectively?

What have you learned in writing your personal recount?

What did you learn?

I. Evaluating Learning

Measure My Learning

Who was the hero in the story? Why? Would you consider the lion a hero, too? Why or why not?

Measure My Learning

Which of the following words are synonyms? Say SYNONYMS if the words have the

same meaning and say NO if they don’t have similar meaning.(Refer to LM, Measure

My Learning)

Measure My Learning

After listening to my teacher and classmates, I realized that antonyms are_________________________.

Measure My Learning

Show the Teacher Chart and let the children fill in the blanks. After our lesson about adjectives, I can put in a nutshell what we did today. Here are some of the things that we learned today_____________________________.

I see the world and the world sees me. God bless the world and God bless me.

Be thankful to God and be God-fearing. Let us live according to His will.

Checking the test paper.Noting item missed.

J. Additional activities for application or remediation

How can one become a hero? I can be a hero, too. When I …and if I…

Take books from home to school (or vice versa) for independent/extra reading about Filipino heroes.

Write a simple story using synonyms. List down words that have the same meaning.

What does this saying mean?

“Small things come in big packages.”

Read each story. Then, answer each question using a word from the box. Draw a picture for

each word.

Study next lesson.

V.REMARKS

VI.REFLECTION

A. No. of learners who earned 80% of the formative assessment

B. No. of learners who require additional activities to 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 material did I use/discover which I wish to share with other teachers?