School:
GRADES 1 to 12 Teacher:
DAILY LESSON LOG Teaching Dates:
MONDAY
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
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
C. Learning Competencies/ Use personalexperiences to make
Objectives 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)
Grade Level:
(Week 5)
TUESDAY
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
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
Give the meaning of
2-syllable words with
short e and a sounds
Express idea through
illustrations or storyboard
II
WEDNESDAY
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%
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
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
Learning Area: ENGLISH
Quarter: 4th Quarter
THURSDAY FRIDAY
Attitude Weekly Test
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
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
Participate/engage in a read-along of texts Measure one’s ability
(e.g. poetry, repetitive text) to retain and apply
Express idea through illustrations or knowledge and
storyboard concepts .Learn to
Read phrases, sentences and stories answer a weekly test.
consisting of short a words and some sight
words with appropriate speed, accuracy
and proper expression

Write the LC Code for each
II.CONTENT
III.LEARNING RESOURCES
A. References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
Learning Resources (LR)
portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
with appropriate speed,
accuracy and proper expression
EN2LC-IVe-f-2.4 EN2V-IVa-e-22 EN2OL-IVe-1.1 EN2A-IVa-e-1
EN2RC-IVe-2.16 EN2WC-IVd-g-1.6 EN2V-IVa-e-22 EN2WC-IVd-g-1.6
EN2A-IVa-e-1 EN2F-IVa-d-4 EN2F-IVa-d-4
Lesson 17 Bring Out the Hero In You Lesson 18Studying Can Save Lesson 19Be Proud of Who You Lesson 20Be Thankful for God’s Creation
The Lion and the Mouse People Are The Lion and the Mouse
Synonyms The Lion and the Mouse
CG pages 15,31-32 CG pages 15,31-32 CG pages 15,31-32 CG pages 15,31-32
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
LM pages408-412 LM pages412-413 LM pages413-415 LM pages416-418 LM pages 397-410
Computer or DVD player Stuffed toy, pictures, and story Stuffed toy and story book Manila paper, chart and flashcards Test Notebook, pencil
and the story book book
Review Review Drill/Review Drill/Review
Daily Language Activity Daily Language Activity Show the stuffed toys and let the Daily Language Activity
Words for the Day (Drill) Words for the Day (Drill) teacher use them to motivate the Testing Your Memory - Recalling the High
pupils. Frequency words learned
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.

B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new 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?
Presentation –
Listen to your teacher as
he/she reads the story,
“The Lion and the
Mouse.”
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.
Let’s Aim
Read the story:
“The Lion and the Mouse.”
Aesop’s Fable
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.
Presentation
See LM(Let’s Aim) –Antonyms.
I. Tell whether the pairs of words
are antonyms or
synonyms.
Motivation: Orient pupils on the directions.
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?
Presentation Preparation of test
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.
Aesop’s Fable Say: Yes, it is. or No, it isn’t. I see the lion and the lion sees me.
Once there was a lion God bless the lion, and God bless me.
sleeping peacefully under Ask the children to dramatize the story.
the shade of a narra tree. Group the children by twos and
Suddenly a mouse ran up encourage them to think of appropriate
his shoulders. The lion lines to complete their play. Pupils may
woke up and shook use their mother tongue during the
himself like an earthquake presentation.
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.

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: Comprehension Questions: Comprehension Questions:
1. Why did the lion roar at the Allow the children to read the What do you think did the lion say in this
mouse? sentences with antonyms. 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 story? Why?
What are antonyms?
What are antonyms used in the
above sentences given?

E. Discussing new concepts Group Activity Group Work: Group Work: Group Work:
and practicing new skills #2 Allow the children to Sketch the Character” activity. Game – Antonyms or Not Make a giant card and write down the
 choose the best and the Give a vivid description of the • If the pair of words are things that you see in nature.
worst part of the of the two characters and the antonyms, the children will say,
story. Do the Timed-Pair students must draw what they “Yes, it is.”
Share (The pupils will imagine. • If the pair of words are not
choose their partners and antonyms, they will say, “No, it
will assign who will isn’t.”
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?
F. Developing mastery We Can Do It We Can Do It We Can Do It We Can Do It Testing
( Leads to formative Sequencing relay. Listen to my description and Tell whether the pair of words are Recite:
assessment ) Sequence the events of then later you will draw the antonyms or I see the pack of lions and the pack of
the story in the correct characters. synonyms. Write, “Yes, it is.” or lions sees me.
order. The lion is big. It is large. It is “No, it isn’t.” God bless the pack of lions, and God bless
huge. me.
The mouse is small. It is tiny. It
is little.
G. Finding practical/
applications of concepts and
skills in daily living
I Can Do It I Can Do It ICan Do It I Can Do It
Choose the correct Create as many Rainbow Write 5 pairs of antonyms: Working in a group is fun. You get to
feelings of the characters Synonyms as you can. 1._____________ share your ideas. You get to work with
in the story. Encircle the Put your answers inside the 2._____________ friends. Did you know that animals also
correct answer. clouds. 3._____________ live in groups? Each group of animals has
4._____________ a different group name. Match column A
5._____________ 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
I. Evaluating Learning
J. Additional activities for
application or remediation
Remember This:
Ask the pupils to compare
the feelings of the
characters in the two
pictures. Remind them to
follow directions.
Measure My Learning
Who was the hero in the
story? Why? Would you
consider the lion a hero,
too? Why or why not?
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.
Remember This:
Synonyms are words with
similar meanings.
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)
Write a simple story using
synonyms. List down words
that have the same meaning.
Remember This:
Words with opposite meaning are
called ANTONYMS
Measure My Learning
After listening to my teacher and
classmates, I realized that
antonyms
are_________________________.
What does this saying mean?
“Small things come in big
packages.”
Remember This: What did you learn?
How do you express your ideas
effectively?
What have you learned in writing your
personal recount?
Measure My Learning Checking the test paper.Noting
Show the Teacher Chart and let the item missed.
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.
Read each story. Then, answer each Study next lesson.
question using a word from the box.
Draw a picture for
each word.
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?