DLL - English 2 - Q4 - W5

School: Ybañez Memorial Elementary School Grade Level: II-Carrot
GRADE 2 Teacher: Berlinda D. Arpon Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: March 11-15, 2024 Quarter: 3rd QUARTER
OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. Content Standard Participate in the retelling of Describe the characters of Speak clearly and audibly in Discuss and annotate what
poems and stories the story using synonyms full sentences they see in the community
Sequence the events of the Identify words with similar Identify words with opposite Make a card to tell the
story and make relevant meaning and list down meaning/antonyms things that one appreciate in
predictions of the story synonyms Read grade 2 level text with nature. Write personal
Identify the important Write a simple story using an accuracy of 95-100% recount by completing a
details in expository text synonyms stem to answer the guide
listened to questions
Determine the meaning of Read with automaticity the
words based on how they 2nd grade High Frequency /
are used in a sentence Sight Words
Identify words that rhyme
B. Performance Acquire, study, and use Acquire, study, and use Have sufficient facility in Demonstrate a love for
Standard English vocabulary words English vocabulary words English to understand reading stories and
appropriately in relevant appropriately in relevant spoken discourse and to talk confidence in performing
contexts contexts and interact with others literacy-related
Activate prior knowledge Express their ideas about personal experiences activities/task
conceptually related to text effectively in formal and and text listened to or read Express their ideas
and establish a purpose for informal compositions to Acquire, study, and use effectively in formal and
reading fulfill their own purposes for English vocabulary words informal compositions to
Be self-aware as they discuss writing appropriately in relevant fulfill their own purposes for
and analyze text to create contexts writing
new meanings and modify Read aloud grade level texts Read aloud grade level texts
old knowledge effortlessly and accurately, effortlessly and accurately,
Locate information from without hesitation and with without hesitation and with
expository texts and use this proper expression proper expression
information for discussion or
written production
C. Learning Describe and discriminate Give the meaning of Listen and respond to texts Participate/engage in a read-
Competency/ the best part of the story 2-syllable words with to clarify meanings heard along of texts (e.g. poetry,
Objectives Listen and follow three-step short e and a sounds while drawing on personal repetitive text)
Write the LC code for each. directions Express idea through experiences Express idea through
Write personal recount by illustrations or storyboard Give the meaning of illustrations or storyboard
completing a stem to answer EN2V-IVa-e-22 2-syllable words with Read phrases, sentences and
the guide questions EN2WC-IVd-g-1.6 short e and a sounds stories consisting of short a
Express feelings and Read phrases, sentences and words and some sight words
opinions through varied stories consisting of short a with appropriate speed,
activities words and some sight words accuracy and proper
with appropriate speed, expression
accuracy and proper EN2A-IVa-e-1
expression EN2WC-IVd-g-1.6
EN2OL-IVe-1.1 EN2F-IVa-d-4
EN2V-IVa-e-22
EN2F-IVa-d-4
II. CONTENT Lesson 17Bring out the Hero Lesson 18 Studying Can Save Lesson 20Be Thankful for Summative Test
in you. People God’s Creation
The Lion and the Mouse Synonyms The Lion and the Mouse
LEARNING RESOURCES
A. References K-12 CGp. K-12 CGp. K-12 CGp. K-12 CGp.
1. Teacher’s Guide 33-34 35-36 36-37 37-38
pages
2. Learner’s Materials pages 410-412 412-413 413-415 416-418
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resource Video of the lion and the Stuffed toy, pictures, and Stuffed toy and story book Tarpapel, pictures Summative test files
mouse, tarpapel story book
PROCEDURE
A. Reviewing previous Reciting the rhyme “ Hickory Review Review: Let’s try to Drill/Review
lesson or presenting the Dickory Duck “ Daily Language Activity remember how we call Daily Language Activity
new lesson Words for the Day (Drill) words with the same Testing Your Memory -
meaning. Recalling the High Frequency
Do you know that there are words learned
also words with opposite Original File Submitted and
meaning? Formatted by DepEd Club
Big is the opposite of small. Member - visit
Tiny is the opposite of huge. depedclub.com for more
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. Motivation: Motivation: Motivation: Song
the The birds fly from one Ask the children to describe Do you know that there are Motivation: Complete the
lesson branch to another. The the size of the mouse also words with opposite poem. Answer LM – Get Set
monkeys swing on vines. I Activating Prior Knowledge meaning? Look around you describe
am sitting. Show pictures of a mouse Big is the opposite of small. anything using these lines.
Guess the setting of the and a lion. Compare the two Tiny is the opposite of huge.
story based from my clues. animals. The mouse is small. What does opposite mean?
Can you think of another Opposite is the reverse.
word which has a similar Show real objects and
meaning to small? Example: pictures to explain I see the ________ and the
tiny and little antonyms. _________ sees me.
The lion is big. Can you think God bless the
of another word with the ____________, and God
same meaning? bless me.
Activating Prior Knowledge –
Can you remember what
happened in this picture?
Can you retell the story of
the Lion and the Mouse?
C. Presenting examples/ Present again the story of Read the story: Presentation Watch the video of the Lion Setting of standard
instances of the new lesson the lion and the mouse “The Lion and the Mouse.” See LM(Let’s Aim) – and the Mouse.(optional)
Aesop’s Fable Antonyms. Then, let the children
I. Tell whether the pairs of dramatize the story.
words are antonyms or Show the picture of lion
synonyms. inside the 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 Comprehension Questions: Comprehension Questions: Comprehension Questions: Giving of instruction
concepts and practicing new story 1. Why did the lion roar at Allow the children to read What do you think did the
skills #1 the mouse? the sentences with lion say in this picture? What
2. How did the mouse save antonyms. do you see?
the lion?
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 Group Work: Group Work: Group Work: Supervising the test
and practicing new the teacher rereads the Sketch the Character” Game – Antonyms or Not Make a giant card and write
skills #2 story. You may retell the activity. Give a vivid • If the pair of words are down the things that you see
story afterwards. description of the two antonyms, the children will in nature.
characters and the students say, “Yes, it is.”
must draw what they • If the pair of words are not
imagine. antonyms, they will say, “No,
it isn’t.”
F. Developing mastery It’s Circle Time. Form a circle We Can Do It We Can Do It We Can Do It Checking the test
(leads to Formative and group yourselves Listen to my description and Tell whether the pair of Recite:
Assessment 3) into 5 members. Talk about then later you will draw the words are antonyms or I see the pack of lions and
the best and the worst part characters. synonyms. Write, “Yes, it is.” the pack of lions sees me.
of the story and tell the The lion is big. It is large. It is or “No, it isn’t.” God bless the pack of lions,
reason why you chose it. huge. and God bless me.
Would you recommend the The mouse is small. It is tiny.
story to your friends? Why? It is little.
Why not?
G. Finding practical I Can Do It I Can Do It I Can Do It Show honesty in answering

application of concepts and Create as many Rainbow Write 5 pairs of antonyms: Working in a group is fun. the test questions
skills in daily living Synonyms as you can. 1._____________ You get to share your ideas.
Put your answers inside the 2._____________ You get to work with friends.
clouds. 3._____________ Did you know that animals
4._____________ also live in groups? Each
After reading the story, I felt 5._____________ group of animals has a
_____________________ different group name. Match
because_________________ 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 Remember This: Remember This: Remember This:

and abstractions about the Synonyms are words with Words with opposite How do you express your
lesson similar meanings. meaning are called ideas effectively?
ANTONYMS What have you learned in
writing your personal
recount?
I. Evaluating learning Who was the hero in the Measure My Learning Measure My Learning Measure My Learning Recording the test resulte
story? Why? Would you Which of the following After listening to my teacher Show the Teacher Chart and
consider the lion a hero, words are synonyms? Say and classmates, I realized let the children fill in the
too? Why or why not? SYNONYMS if the words that antonyms blanks. After our lesson
have the same meaning and are_____________________ about adjectives, I can put in
say NO if they don’t have ____. a nutshell what we did
similar meaning. (Refer to today. Here are some of the
LM, MeasureMy Learning) 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.
J. Additional activities for How can one become a Write a simple story using What does this saying mean? Read each story. Then, Challenge the pupils for the
application or remediation hero? I can be a hero, too. synonyms. List down words “Small things come in big answer each question using next test.
When I …and if I… that have the same meaning. packages.” a word from the box. Draw a
Take books from home to picture for each word.
school (or vice versa) for
independent/extra reading
about Filipino heroes.
IV. REMARKS
V. REFLECTION
A..No. of learners who ___ of Learners who earned
___ of Learners who earned ___ of Learners who earned ___ of Learners who earned
earned 80% in the 80% above
80% above 80% above 80% above
evaluation
B.No. of learners ___ 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 additional activities for additional activities for
activities for remediation remediation remediation remediation remediation
who scored below 80%
C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
lessons work?
No. of learners who have ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught
caught up with up the lesson up the lesson up the lesson up the lesson
the lesson
D. No. of learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
continue to require continue to require continue to require continue to require continue to require
remediation remediation remediation remediation remediation
E. Which of my teaching Strategies used that work Strategies used that work Strategies used that work Strategies used that work
strategies worked well? well: well: well: well:
Why ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
did these work? ___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of ___ Rereading of ___ Rereading of ___ Rereading of
Paragraphs/ Paragraphs/ Paragraphs/ Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated ___ Differentiated ___ Differentiated ___ Differentiated
Instruction Instruction Instruction Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to ___ Pupils’ eagerness to ___ Pupils’ eagerness to ___ Pupils’ eagerness to
learn learn learn learn
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
Cooperation in Cooperation in Cooperation in Cooperation in
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
encounter which my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
principal or supervisor can __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
help me solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I __ 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
share with other teachers? 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 __ Recycling of plastics to be __ Recycling of plastics to be
used as Instructional used as Instructional used as Instructional used as Instructional
Materials Materials Materials Materials
__ local poetical __ local poetical __ local poetical __ local poetical
composition composition composition composition
Prepared by:
BERLINDA D. ARPON
Teacher III Noted by:
MARICEL A. RUIZ
Principal I

DLL - English 2 - Q4 - W5

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DLL - English 2 - Q4 - W5

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School: Ybañez Memorial Elementary School Grade Level: II-Carrot

GRADE 2 Teacher: Berlinda D. Arpon Learning Area: ENGLISH

G. Finding practical I Can Do It I Can Do It I Can Do It Show honesty in answering

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

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