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  • GRADES 1 To 12 Daily Lesson Log Monday Tuesday Wednesday Thursday Friday

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    Earl Justine Ravelo
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    This document contains the daily lesson log for a 2nd grade English class from February 11-15, 2018. It outlines the learning objectives, content standards, and performance standards for each day of the week. On Mondays, the class will participate in retelling poems and stories. On Tuesdays, they will describe story characters using synonyms. Throughout the week, students will work on vocabulary, reading fluency, listening and speaking skills, as well as appreciation for nature. The lessons draw from references in the K-12 Curriculum Guide.

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    4thEngwk5

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    This document contains the daily lesson log for a 2nd grade English class from February 11-15, 2018. It outlines the learning objectives, content standards, and performance standards for each day of the week. On Mondays, the class will participate in retelling poems and stories. On Tuesdays, they will describe story characters using synonyms. Throughout the week, students will work on vocabulary, reading fluency, listening and speaking skills, as well as appreciation for nature. The lessons draw from references in the K-12 Curriculum Guide.

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    26 views6 pages

    GRADES 1 To 12 Daily Lesson Log Monday Tuesday Wednesday Thursday Friday

    Uploaded by

    Earl Justine Ravelo
    This document contains the daily lesson log for a 2nd grade English class from February 11-15, 2018. It outlines the learning objectives, content standards, and performance standards for each day of the week. On Mondays, the class will participate in retelling poems and stories. On Tuesdays, they will describe story characters using synonyms. Throughout the week, students will work on vocabulary, reading fluency, listening and speaking skills, as well as appreciation for nature. The lessons draw from references in the K-12 Curriculum Guide.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    of 6

    School: ALMAGUER SOUTH ELEMENTARY SCHOOL Grade Level: II

    GRADES 1 to 12 Teacher: JOCELYN C. RAVELO Learning Area: ENGLISH


    DAILY LESSON LOG Dates and Time: FEBRUARY 11 – 15, 2018 (WEEK 5) Quarter: 4TH QUARTER

    OBJECTIVES
    MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

    A. Content Standard Participate in the retelling of poems Describe the characters of the story Speak clearly and audibly in full Discuss and annotate what they see in Discuss and annotate what they
    and stories using synonyms sentences the community see in the community
    Sequence the events of the story and Identify words with similar meaning Identify words with opposite Make a card to tell the things that one Make a card to tell the things that
    make relevant predictions of the story and list down synonyms meaning/antonyms appreciate in nature. Write personal one appreciate in nature. Write
    Identify the important details in Write a simple story using synonyms Read grade 2 level text with an recount by completing a stem to personal recount by completing a
    expository text listened to accuracy of 95-100% answer the guide questions stem to answer the guide
    Determine the meaning of words Read with automaticity the 2nd grade questions
    based on how they are used in a High Frequency / Sight Words Read with automaticity the 2nd
    sentence grade High Frequency / Sight
    Identify words that rhyme Words
    B. Performance Acquire, study, and use English Acquire, study, and use English Have sufficient facility in English to Demonstrate a love for reading stories Demonstrate a love for reading
    Standard vocabulary words appropriately in vocabulary words appropriately in understand spoken discourse and to and confidence in performing literacy- stories and confidence in
    relevant contexts relevant contexts talk and interact with others about related activities/task performing literacy-related
    Activate prior knowledge conceptually Express their ideas effectively in formal personal experiences and text Express their ideas effectively in formal activities/task
    related to text and establish a purpose and informal compositions to fulfill listened to or read and informal compositions to fulfill Express their ideas effectively in
    for reading their own purposes for writing Acquire, study, and use English their own purposes for writing formal and informal compositions
    Be self-aware as they discuss and vocabulary words appropriately in Read aloud grade level texts to fulfill their own purposes for
    analyze text to create new meanings relevant contexts effortlessly and accurately, without writing
    and modify old knowledge Read aloud grade level texts hesitation and with proper expression Read aloud grade level texts
    Locate information from expository effortlessly and accurately, without effortlessly and accurately, without
    texts and use this information for hesitation and with proper expression hesitation and with proper
    discussion or written production expression
    C. Learning Describe and discriminate the best Give the meaning of Listen and respond to texts to clarify Participate/engage in a read-along of Participate/engage in a read-along
    Competency/ part of the story 2-syllable words with meanings heard while drawing on texts (e.g. poetry, repetitive text) of texts (e.g. poetry, repetitive
    Objectives Listen and follow three-step directions short e and a sounds personal experiences Express idea through illustrations or text)
    Write personal recount by completing Express idea through illustrations or Give the meaning of storyboard Express idea through illustrations
    Write the LC code for each.
    a stem to answer the guide questions storyboard 2-syllable words with Read phrases, sentences and stories or storyboard
    Express feelings and opinions through EN2V-IVa-e-22 short e and a sounds consisting of short a words and some Read phrases, sentences and
    varied activities EN2WC-IVd-g-1.6 Read phrases, sentences and stories sight words with appropriate speed, stories consisting of short a words
    consisting of short a words and some accuracy and proper expression and some sight words with
    sight words with appropriate speed, EN2A-IVa-e-1 appropriate speed, accuracy and
    accuracy and proper expression EN2WC-IVd-g-1.6 proper expression
    EN2OL-IVe-1.1 EN2F-IVa-d-4 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 you. Lesson 18 Studying Can Save People Lesson 20Be Thankful for God’s Lesson 20Be Thankful for God’s
    The Lion and the Mouse Synonyms Creation Creation
    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 book Stuffed toy and story book Tarpapel, pictures
    tarpapel
    PROCEDURE
    A. Reviewing previous lesson Reciting the rhyme “ Hickory Dickory Review Review: Let’s try to remember how Drill/Review Drill/Review
    or presenting the new lesson Dock “ Daily Language Activity we call words with the same meaning. Daily Language Activity Daily Language Activity
    Words for the Day (Drill) Do you know that there are also Testing Your Memory - Recalling the Testing Your Memory - Recalling
    words with opposite meaning? High Frequency words learned the High Frequency 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 There are many trees here. The birds Motivation: Motivation: Motivation: Motivation:
    the fly from one branch to another. The Ask the children to describe the size of Do you know that there are also Motivation: Complete the poem. Motivation: Complete the poem.
    lesson monkeys swing on vines. I am sitting. the mouse words with opposite meaning? Answer LM – Get Set Answer LM – Get Set
    Guess the setting of the story based Activating Prior Knowledge Big is the opposite of small. Look around you describe anything Look around you describe anything
    from my clues. Show pictures of a mouse and a lion. Tiny is the opposite of huge. using these lines. using these lines.
    Compare the two animals. The mouse What does opposite mean? Opposite
    is small. Can you think of another word is the reverse.
    which has a similar meaning to small? Show real objects and pictures to
    Example: tiny and little explain antonyms.
    The lion is big. Can you think of
    another word with the same meaning? I see the ________ and the _________ I see the ________ and the
    sees me. _________ sees me.
    God bless the ____________, and God God bless the ____________, and
    bless me. God bless me.
    Activating Prior Knowledge – Can you Activating Prior Knowledge – Can
    remember what happened in this you remember what happened in
    picture? Can you retell the story of the this picture? Can you retell the
    Lion and the Mouse? story of the Lion and the Mouse?
    C. Presenting examples/ Present again the story of the lion and Read the story: Presentation Watch the video of the Lion and the Watch the video of the Lion and
    instances of the new lesson the mouse “The Lion and the Mouse.” See LM(Let’s Aim) –Antonyms. Mouse.(optional) Then, let the the Mouse.(optional) Then, let the
    Aesop’s Fable I. Tell whether the pairs of words are children dramatize the story. children dramatize the story.
    antonyms or Show the picture of lion inside the net. Show the picture of lion inside the
    synonyms. I see the lion and the lion sees me. net.
    Say: Yes, it is. or No, it isn’t. God bless the lion, and God bless me. I see the lion and the lion sees me.
    Ask the children to dramatize the God bless the lion, and God bless
    story. Group the children by twos and me.
    encourage them to think of Ask the children to dramatize the
    appropriate lines to complete their story. Group the children by twos
    play. Pupils may use their mother and encourage them to think of
    tongue during the presentation. 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: Comprehension Questions:
    concepts and practicing new 1. Why did the lion roar at the mouse? Allow the children to read the What do you think did the lion say in What do you think did the lion say
    skills #1 2. How did the mouse save the lion? sentences with antonyms. this picture? What do you see? in this picture? What do you see?
    3.Which part of the story is your
    favorite? Why?
    4.Which is the worst part of the story?
    Why?
    What are antonyms?
    What are antonyms used in the above
    sentences given?
    E. Discussing new concepts Listen again to the story as the teacher Group Work: Group Work: Group Work: Group Work:
    and practicing new skills rereads the story. You may retell the Sketch the Character” activity. Give a Game – Antonyms or Not Make a giant card and write down the Make a giant card and write down
    #2 story afterwards. vivid description of the two characters • If the pair of words are antonyms, things that you see in nature. the things that you see in nature.
    and the students must draw what they the children will say, “Yes, it is.”
    imagine. • If the pair of words are not
    antonyms, they will say, “No, it isn’t.”
    F. Developing mastery (leads It’s Circle Time. Form a circle and We Can Do It We Can Do It We Can Do It We Can Do It
    to Formative Assessment 3) group yourselves Listen to my description and then later Tell whether the pair of words are Recite: Recite:
    into 5 members. Talk about the best you will draw the characters. antonyms or I see the pack of lions and the pack of I see the pack of lions and the pack
    and the worst part of the story and tell The lion is big. It is large. It is huge. synonyms. Write, “Yes, it is.” or “No, lions sees me. of lions sees me.
    the reason why you chose it. Would The mouse is small. It is tiny. It is little. it isn’t.” God bless the pack of lions, and God God bless the pack of lions, and
    you recommend the story to your bless me. God bless me.
    friends? Why? Why not?

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


    Create as many Rainbow Synonyms as Write 5 pairs of antonyms: Working in a group is fun. You get to Working in a group is fun. You get to
    application of concepts and
    you can. 1._____________ share your ideas. You get to work with share your ideas. You get to work with
    skills in daily living friends. Did you know that animals also
    Put your answers inside the clouds. 2._____________ friends. Did you know that animals
    live in groups? Each group of animals
    3._____________ also live in groups? Each group of has a different group name. Match
    4._____________ animals has a different group name. column A with the drawings of column
    5._____________ Match column A with the drawings of B. Then write the name of the animals
    After reading the story, I felt
    column B. Then write the name of the beside each group. The first one was
    _____________________ animals beside each group. The first done for you.
    because_________________________ one was done for you.
    __________________________
    H.Making generalizations Remember This: 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 How do you express your ideas
    lesson meanings. called ANTONYMS effectively? effectively?
    What have you learned in writing your What have you learned in writing
    personal recount? your personal recount?
    I. Evaluating learning Who was the hero in the story? Why? Measure My Learning Measure My Learning Measure My Learning Measure My Learning
    Would you consider the lion a hero, Which of the following words are After listening to my teacher and Show the Teacher Chart and let the Show the Teacher Chart and let the
    too? Why or why not? synonyms? Say SYNONYMS if the classmates, I realized that antonyms children fill in the blanks. After our children fill in the blanks. After our
    words have the same meaning and say are_________________________. lesson about adjectives, I can put in a lesson about adjectives, I can put in
    NO if they don’t have similar meaning. nutshell what we did today. Here are a nutshell what we did today. Here
    (Refer to LM, MeasureMy Learning) some of the things that we learned are some of the things that we
    today___________________________ learned
    __. today________________________
    I see the world and the world sees me. _____.
    God bless the world and God bless me. I see the world and the world sees
    Be thankful to God and be God- me. God bless the world and God
    fearing. Let us live according to His bless me.
    will. 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 can be Write a simple story using synonyms. What does this saying mean? Read each story. Then, answer each Read each story. Then, answer
    application or remediation a hero, too. When I …and if I… List down words that have the same “Small things come in big packages.” question using a word from the box. each question using a word from
    Take books from home to school (or meaning. Draw a picture for each word. the box. Draw a picture for each
    vice versa) for independent/extra word.
    reading about Filipino heroes.

    IV. REMARKS
    V. REFLECTION
    A..No. of learners who earned ___ of Learners who earned 80%
    above __of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
    80% in the evaluation above above above
    B.No. of learners ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional ___ of Learners who require
    who require additional activities for remediation activities for remediation additional activities for remediation activities for remediation additional activities for
    activities for remediation remediation
    who 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 the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up
    caught up with lesson lesson lesson lesson the lesson
    the lesson
    D. No. of learners who ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
    continue to require require remediation require remediation require remediation require remediation
    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 Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation
    doing their tasks doing their tasks doing their tasks doing their tasks in
    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
    __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
    solve?
    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 Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
    localized materials did I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
    use/discover which I wish to __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
    views of the locality views of the locality views of the locality views of the locality views of the locality
    share with other teachers?
    __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used
    Instructional Materials Instructional Materials Instructional Materials Instructional Materials as Instructional Materials
    __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition

    Prepared by:
    JOCELYN C. RAVELO Noted by:
    Teacher CAPITULO R. FERNANDEZ
    Head Teacher-III

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