DETAILED LESSON School ZABALA ELEMENTARY SCHOOL Grade Level TWO

PLAN Teacher ROSAN BADILLO Learning Area MTB-MLE

Teaching FEBRUARY 18, 2020
Dates and Quarter 4TH
10:00-10:50
Time

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding and knowledge of language grammar and usage when speaking and/ or writing.
B. Performance Standards The learner speaks and writes correctly and effectively for different purpose using the basic grammar of the language.

C. Learning Competencies/ Objectives Identify synonyms and antonyms of adjectives. MT2GA-IVb-c-2.4.2

(Write the LC Code for each)
Contextualized Competency Identifies antonyms of adjectives in describing guava, water, moron, turtle, pig and horse.
(Italicized)
KBI
(Boxed) Taking care of God’s Creation

II. CONTENT AND MATERIALS Antonyms of Adjectives

(Subject Matter / DLHTM)
LOCAL HERITAGE THEME Food and Local Products and Flora and Fauna

A. References
1. Additional Materials from Learning Online Resources http://imglogy.com , https://www.indiamart.com ,https://www.gettyimages.co.uk
Resource (LR)portal / Web Sites
B. Curriculum Guide pages
K12 Curriculum Guide p. 123
C. Other Learning Resources (Non Text
–Based) PowerPoint , pictures , real sample of ripe guavas and water

III. PROCEDURES

A. Introduction
 Let pupils read the following words. (multi – media presentation)
 Drill
busag itom
dako guti
hitaas habubo
 Review
 Checking of homework (identifying the synonyms of words by matching column A to B.)

A B
 1. maanyag a. dako
2. riko b. haluag
3. malaksi c. Kwartahan
4. matambok d. matiyagpis
5. magasa e. mahusay
f. madagmit
 Panladawan in pulong nga naghahatag hin inpormasyon mahitungod hin usa nga tawo o butang
 Unlocking of Difficulties

 Motivation  Show a real sample of ripe and raw guavas. Ask the pupils to compare the ripe and raw guava.
Ask: What do we get from eating guava?
What will you do first before eating a guava fruit? (Science / Health Integration)

 Presentation  Presentation of the lesson (Powerpoint)

Say: Today, we will discuss about Antonyms? and later on, you are going to identify the antonyms of adjectives.

 Show real objects and pictures to the pupils.

BAYABAS MORON BABOY

HINOG- BUSAG- DAKO-

HILAW ITOM GUTI

KABAYO-BAO TUBIG

MAHINAY- MAPASO-
MALAKSI MATUGNAW

 Tell the pupils that HINOG is antonym of HILAW. DAKO is antonym of GUTI. ITOM is antonym of BUSAG (and so on) and
tell the class that antonyms are pair of words with opposite meaning.
 Present to the class another set of words with their antonyms
 2.Ask questions:
* How many raw guavas do I have here?
How many ripe guavas do I have here?
How many guavas do I have all in all? (Math Integration)
* Why do we need to take care of the horse, turtle and pig? (Science / Health Integration)
1. Modelling The teacher will tell different adjective words and will let each pupil identify the antonyms of said words.
 List of antomys:
 dako-guti * hinog-hilaw
 magasa-matambok * itom-busag
 mapaso-matugnaw * mahamot-mabaho
 malaksi-mahinay * mahusay-maraksot
 marasa-mapait * malimpyo-mahugaw
2. Guided Practice  The learners will be divided into three groups; the basic, average and fast group. Each group has different
activities to be done. The teacher will also tell the learners that when having a group activity, they should help
each other and will observe cooperativeness among the group.
 BASIC GROUP
Match the antonyms of words in column to column B.
A B
1. dako a. mapaso
2. busag b. Itom
3. malaksi c. guti
4. hilaw d. mahinay
5. matugnaw e. hinog
 AVERAGE GROUP
Identify the antonyms of words of the underlined words. Pick out the words in the box.
hilaw guti mahinay busag mapaso

________ 1. Uminom hin matugnaw nga tubig hi Mark.

________ 2. An kabayo kay malaksi nga nakarid.
________ 3. Kumaon hin hinog nga bayabas hi Bino.
________ 4. Dako na an baboy nga minangnuan ni tatay.
________ 5. Itom an kolor han hinimo ni nanay nga moron.

 FAST GROUP
Identify 5 pair of words with antonyms from the set. Write it in a piece of paper.
dako itom mahinay guti hinog
busag mapaso hilaw malaksi matugaw
1._________________________________________
2._________________________________________
 3._________________________________________
4._________________________________________
5._________________________________________
3. Independent  Identify the antonyms of the following words. Underlined the word in the parenthesis.
1. mahamot (mabaho, marasa) 4. hilaw (hinog, halaba)
2. mabusag (mapaso, maitom) 5. halipot (magasa, halaba)
3. mabug-at (magaan, masapara)
4. Application  Look around inside the classroom, choose two objects that you like. Describe those objects by using antonyms of
adjectives.

 What is antonyms?
5. Generalization Antonyms are pair of words with opposite meanings.
IV. EVALUATION Identify the antonyms of the underlined words. Encircle the letter of the correct answer.
1. May dara hi Mano Ben nga mga hinog nga saging tikang ha uma.
a.marasa b.hilaw c.mapait
2. Hi nanay pumalit hin moron nga itom an kolor.
a.matambok b.mapait c.busag
3. Mahinay lumakat an bao nga hayop.
a.malaksi b.mahamot c.hilaw
4. Nagbutang hi Rosa hin mapaso nga tubig han iya igkakarigo.
a.mahinay b.matugnaw c.hilaw
5. Dako na an litsonon nga baboy ni Tay Dando.
a.malimpyo b.marasa c.guti
V. ASSIGNMENT Draw things that represents/ fits to the antonyms of the following word.
1. dako-guti 3. matambok-magasa
2. hinog-hilaw 4. malimpyo-mahugaw
VI. REMARKS
VII. REFLECTIONS
A. No. of learners who earned80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored below
 80%.
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?