ABC+: Advancing Basic education in the Philippines

SCHOOL FELIX S. MERIOLES ES GRADE LEVEL II

TEACHER MARIA LOWI B. TECSON LEARNING AREA ENGLISH

TIME & DATE QUARTER 4TH QUARTER

FOCUS DOMAIN Oral Language WEEK 5 / DAY - 2 WEEK 5

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
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 of writing
Give the meaning of 2 syllable words with short e and
a sounds
Express idea through illustrations or storyboard
Lesson 18 Studying Can Save People
Synonyms
CG pages 15, 31-32
Unit 4 pp. 35-36

2. Learner’s Materials LM pages 412-413

Pages

3. Textbook Pages

4. Additional Materials Stuffed toy, pictures, and storybook, flashcards

from LR Portal

B. Other Learning Resources

IV. PROCEDURE
A. Reviewing previous lesson or Review Good Morning Class!
presenting new lesson. Daily language Activity Let’s have an review,
Words for the day (drill) I will show a
Five new words for the day. Let’s read, spell and learn! flashcards with
different words
1. there 6. for 11. has 16. so
2. is 7. to 12. yes 17. how
3. are 8. he 13. no 18. what
4. was 9. this 14. you 19. where
5. were 10. have 15. your 20. when
B. Establishing the purpose of
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the
lesson
(LEA) Talk Time)
Motivation: They will tell from
Ask the children to describe the size of the mouse there experience
(Activating Prior Knowledge) Students answer
Can you think of another word which has a similar may vary:
meaning to small? Example: tiny and little (“I am a little girl)
The lion is big. Can you think of another word with the (“I Have a tiny shoe”)
same meaning? Example: Large and huge. What are
synonyms? Synonyms are words that have same (Show pictures of a
meaning. What do you notice about these words? mouse and a lion.
1. Big, large and huge Compare the two
2. Small, tiny and little animals. The mouse
Big, large and huge have the same meaning. Small, is 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 Show the story book
Read the story: and tell a story
“The Lion and the Mouse”. Aesop’s Fable
(5Ws and Strategy) Students: Answers
Comprehension Questions: may vary
1. What happen to the lion?
2. What action did the mouse make?
3. Who came to rescue the lion?
4. Where do you think this story happen?
5. How they become true friends after saving
lion’s wife?
Group Work: The students will act
Role Play. Give a vivid description of the two base on the
characters. characters
Group 1: Will act to the situation where the mouse
was playing around the face of Lion while sleeping.
Group 2: the mouse calls his friend to rescue the trap
lion.
We Can Do It
Listen to my description and then later you will draw
the characters.
The lion is big. It is large. It is huge.
The mouse is small. It is tiny. It is little.
I Can Do It
Create as many Rainbow Synonyms as you can. Put
your answers inside the clouds.
pretty beautiful
Remember This:
Synonyms are words with similar meanings.
 I. Evaluating learning 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)
J. Additional activities for Write a simple story using synonyms. List down words
application or remediation that have the same meaning.
V. REMARKS
Indicate special cases including but
not limited to continuation of
lesson plan to the following day in
case of re-teaching or lack of time
transfer of lesson to the following
day, in cases of class suspension,
etc.

VI. REFLECTION
Reflect on your teaching and
access yourself as a teacher. Think
about your students/pupils
progress.

What works?

What else need to be done to

help the students learn?

Identify what help your

instructional supervisors can
provide for you, so when you
meet them, you can ask them
relevant questions. Indicate them.