School: KAYLAWAY ELEMENTARY SCHOOL Grade Level: II

GRADES 1 to 12 Teacher: MARY EILLEEN C. PLATA Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: MARCH 10-14, 2025 (WEEK 5) Quarter: 4TH QUARTER

OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standard Participate in the retelling of Describe the characters of the story Speak clearly and audibly in full Discuss and annotate what they see Discuss and annotate what
poems and stories using synonyms sentences in the community they see in the community
Sequence the events of the story Identify words with similar meaning Identify words with opposite Make a card to tell the things that Make a card to tell the things
and make relevant predictions of and list down synonyms meaning/antonyms one appreciate in nature. Write that one appreciate in nature.
the story Write a simple story using Read grade 2 level text with an personal recount by completing a Write personal recount by
Identify the important details in synonyms accuracy of 95-100% stem to answer the guide questions completing a stem to answer
expository text listened to Read with automaticity the 2nd the guide questions
Determine the meaning of words grade High Frequency / Sight Words Read with automaticity the 2nd
based on how they are used in a grade High Frequency / Sight
sentence Words
Identify words that rhyme
B. Performance Acquire, study, and use English Acquire, study, and use English Have sufficient facility in English to Demonstrate a love for reading Demonstrate a love for reading
Standard vocabulary words appropriately vocabulary words appropriately in understand spoken discourse and stories and confidence in performing stories and confidence in
in relevant contexts relevant contexts to talk and interact with others literacy-related activities/task performing literacy-related
Activate prior knowledge Express their ideas effectively in about personal experiences and Express their ideas effectively in activities/task
conceptually related to text and formal and informal compositions text listened to or read formal and informal compositions to Express their ideas effectively
establish a purpose for reading to fulfill their own purposes for Acquire, study, and use English fulfill their own purposes for writing in formal and informal
Be self-aware as they discuss and writing vocabulary words appropriately in Read aloud grade level texts compositions to fulfill their
analyze text to create new relevant contexts effortlessly and accurately, without own purposes for writing
meanings and modify old Read aloud grade level texts hesitation and with proper Read aloud grade level texts
knowledge effortlessly and accurately, without expression effortlessly and accurately,
Locate information from hesitation and with proper without hesitation and with
expository texts and use this expression proper expression
information for discussion or
written production
C. Learning Describe and discriminate the Give the meaning of Listen and respond to texts to Participate/engage in a read-along of Participate/engage in a read-
Competency/ best part of the story 2-syllable words with clarify meanings heard while texts (e.g. poetry, repetitive text) along of texts (e.g. poetry,
Objectives Listen and follow three-step short e and a sounds drawing on personal experiences Express idea through illustrations or repetitive text)
Write the LC code for each. directions Express idea through illustrations or Give the meaning of storyboard Express idea through
Write personal recount by storyboard 2-syllable words with Read phrases, sentences and stories illustrations or storyboard
completing a stem to answer the EN2V-IVa-e-22 short e and a sounds consisting of short a words and some Read phrases, sentences and
guide questions EN2WC-IVd-g-1.6 Read phrases, sentences and sight words with appropriate speed, stories consisting of short a
Express feelings and opinions stories consisting of short a words accuracy and proper expression words and some sight words
through varied activities and some sight words with EN2A-IVa-e-1 with appropriate speed,
appropriate speed, accuracy and EN2WC-IVd-g-1.6 accuracy and proper
proper expression EN2F-IVa-d-4 expression
 EN2OL-IVe-1.1 EN2A-IVa-e-1
EN2V-IVa-e-22 EN2WC-IVd-g-1.6
EN2F-IVa-d-4 EN2F-IVa-d-4
II. CONTENT Lesson 17Bring out the Hero in Lesson 18 Studying Can Save Lesson 20Be Thankful for God’s Lesson 20Be Thankful for
you. People Creation God’s Creation
The Lion and the Mouse Synonyms The Lion and the Mouse The Lion and the Mouse

LEARNING RESOURCES
A. References K-12 CGp. K-12 CGp. K-12 CGp. K-12 CGp. K-12 CGp.
1. Teacher’s Guide 33-34 35-36 36-37 37-38 37-38
pages
2. Learner’s Materials pages 410-412 412-413 413-415 416-418 416-418
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resource Video of the lion and the mouse, Stuffed toy, pictures, and story Stuffed toy and story book Tarpapel, pictures Tarpapel, pictures
tarpapel book
PROCEDURE
A. Reviewing previous lesson or Reciting the rhyme “ Hickory Review Review: Let’s try to remember how Drill/Review Drill/Review
presenting the new lesson Dickory Duck “ Daily Language Activity we call words with the same Daily Language Activity Daily Language Activity
Words for the Day (Drill) meaning. Testing Your Memory - Recalling the Testing Your Memory -
Do you know that there are also High Frequency words learned Recalling the High Frequency
words with opposite meaning? words learned
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.

B. Establishing a purpose for the There are many trees here. The Motivation: Motivation: Motivation: Motivation:
lesson birds fly from one branch to Ask the children to describe the size Do you know that there are also Motivation: Complete the poem. Motivation: Complete the
another. The monkeys swing on of the mouse words with opposite meaning? Answer LM – Get Set poem. Answer LM – Get Set
vines. I am sitting. Activating Prior Knowledge Big is the opposite of small. Look around you describe anything Look around you describe
Guess the setting of the story Show pictures of a mouse and a Tiny is the opposite of huge. using these lines. anything using these lines.
based from my clues. lion. Compare the two animals. The What does opposite mean?
mouse is small. Can you think of Opposite is the reverse.
another word which has a similar Show real objects and pictures to
meaning to small? Example: tiny explain antonyms.
and little I see the ________ and the I see the ________ and the
 The lion is big. Can you think of _________ sees me. _________ sees me.
another word with the same God bless the ____________, and God bless the ____________,
meaning? God bless me. and God bless me.
Activating Prior Knowledge – Can Activating Prior Knowledge –
you remember what happened in Can you remember what
this picture? Can you retell the story happened in this picture? Can
of the Lion and the Mouse? you retell the story of the Lion
and the Mouse?
C. Presenting examples/ Present again the story of the lion Read the story: Presentation Watch the video of the Lion and the
instances of the new lesson and the mouse “The Lion and the Mouse.” See LM(Let’s Aim) –Antonyms. Mouse.(optional) Then, let the
Aesop’s Fable I. Tell whether the pairs of words children dramatize the story.
are antonyms or Show the picture of lion inside the
synonyms. net.
Say: Yes, it is. or No, it isn’t. 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.
D. Discussing new Ask questions about the story Comprehension Questions: Comprehension Questions: Comprehension Questions:
concepts and practicing new 1. Why did the lion roar at the Allow the children to read the What do you think did the lion say in
skills #1 mouse? sentences with antonyms. this picture? What do you see?
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 What are antonyms?
story? Why? What are antonyms used in the
above sentences given?

E. Discussing new concepts and Listen again to the story as the Group Work: Group Work: Group Work:
practicing new skills #2 teacher rereads the story. You Sketch the Character” activity. Give Game – Antonyms or Not Make a giant card and write down
may retell the story afterwards. a vivid description of the two • If the pair of words are the things that you see in nature.
characters and the students must antonyms, the children will say,
draw what they imagine. “Yes, it is.”
• If the pair of words are not
antonyms, they will say, “No, it
isn’t.”
F. Developing mastery (leads to It’s Circle Time. Form a circle and We Can Do It We Can Do It We Can Do It
Formative Assessment 3) group yourselves Listen to my description and then Tell whether the pair of words are Recite:
into 5 members. Talk about the later you will draw the characters. antonyms or I see the pack of lions and the pack
 best and the worst part of the The lion is big. It is large. It is huge. synonyms. Write, “Yes, it is.” or of lions sees me.
story and tell the reason why you The mouse is small. It is tiny. It is “No, it isn’t.” God bless the pack of lions, and God
chose it. Would you recommend little. bless me.
the story to your friends? Why?
Why not?

G. Finding practical application I Can Do It I Can Do It I Can Do It

of concepts and skills in daily Create as many Rainbow Synonyms Write 5 pairs of antonyms: Working in a group is fun. You get to
living as you can. 1._____________ share your ideas. You get to work
Put your answers inside the clouds. 2._____________ with friends. Did you know that
3._____________ animals also live in groups? Each
4._____________ group of animals has a different
After reading the story, I felt 5._____________ group name. Match column A with
_____________________ the drawings of column B. Then
because____________________ write the name of the animals
__________________ beside each group. The first one was
___________________________ done for you.
_____________________

H.Making generalizations Remember This: Remember This: Remember This:

and abstractions about the Synonyms are words with similar Words with opposite meaning are How do you express your ideas
lesson meanings. called ANTONYMS effectively?
What have you learned in writing
your personal recount?
I. Evaluating learning Who was the hero in the story? Measure My Learning Measure My Learning Measure My Learning
Why? Would you consider the Which of the following words are After listening to my teacher and Show the Teacher Chart and let the
lion a hero, too? Why or why synonyms? Say SYNONYMS if the classmates, I realized that children fill in the blanks. After our
not? words have the same meaning and antonyms lesson about adjectives, I can put in
say NO if they don’t have similar are_________________________. a nutshell what we did today. Here
meaning. (Refer to LM, MeasureMy are some of the things that we
Learning) 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.
J. Additional activities for How can one become a hero? I Write a simple story using What does this saying mean? Read each story. Then, answer each
application or remediation can be a hero, too. When I …and synonyms. List down words that “Small things come in big question using a word from the box.
if I… have the same meaning. packages.” Draw a picture for each word.
Take books from home to school
(or vice versa) for
independent/extra reading about
Filipino heroes.

IV. REMARKS
V. REFLECTION
A..No. of learners who earned ___ of Learners who earned 80%
___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80%
80% in the evaluation above
above above 80% above above
B.No. of learners ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
who require additional additional activities for additional activities for remediation additional activities for additional activities for additional activities for
activities for remediation who remediation remediation remediation remediation
scored below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work?
No. of learners who have ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up
caught up with the lesson lesson the lesson the lesson the lesson
the lesson
D. No. of learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
to require remediation require remediation require remediation require remediation require remediation require remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well? Why ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
did these work? ___ Games ___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
 ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s Cooperation ___ Group member’s Cooperation ___ Group member’s ___ Group member’s Cooperation
Cooperation in in in Cooperation in in
doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my principal __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
or supervisor can help me __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works

G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
which I wish to share with other __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
teachers? views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be used
used as Instructional Materials as Instructional Materials as Instructional Materials used as Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition