.

School Fortune Elementary School Grade Level & Section II - Maasikaso

GRADES 1 to 12
Teacher Charina P. Fabillar Learning Area ENGLISH
DAILY LESSON LOG
Teaching Dates and February 22-24, 2023 (WEEK 2)
Time 12:40-1:40pm Quarter Third Quarter

WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVE
A. Content Standard
B. Performance Standard
C. Learning Competency
Write the l-code for each.
1. To create or expand word clines
2. Identify words with similar meaning and list the synonyms
3. Identify words with opposite meaning / antonyms
demonstrates understanding of English vocabulary used in both oral and written language in a given context
proficiency uses English vocabulary in varied and creative oral and written activities
Creating or Expanding Word Clines through Synonyms and Antonyms

II. CONTENT Third Quarter - Module 2

Subject Matter Creating or Expanding Word Clines through Synonyms and Antonyms
LEARNING RESOURCES
A. References
1. Teacher’s Guide K-12 Curriculum Guide, MELCs, English DBOW, E-libro
pages
2. Learner’s Material Hyacinth Grace C. Camatison
pages Third Quarter - Module 2
Creating or Expanding Word Clines
through Synonyms and Antonyms
3. Textbook pages pp.1-10
4. Additional https://lrmds.deped.gov.ph/
Materials from https://sites.google.com/depedmarikina.ph/elibroproject
Learning Resource
portal
B. Other Materials PowerPoint, flashcards, cartolina
III. PROCEDURE GUIDED CONCEPT EXPLORATION EXPERIENTIAL AND INTERACTIVE LEARNER’S OUTPUT
ENGAGEMENT
A. Daily Routine The teacher will conduct the Preliminary Activities;
 Prayer/video prayer
 Checking of attendance
 Doing simple exercise/video exercise: Do the
energizer:
 Reminders of the healthy protocols inside the
class
 Setting of classroom policies
B. Review
In your previous lessons, you have learned to use clues in
answering questions. Clues are important in answering
questions and predicting events. Guessing what might
happen next is making predictions.
Activity
Look at the pictures below and guess what will happen
next.

C. Establishing the 1. Diagnostic Assessment Strategy:

purpose for the lesson
Choose the word that does NOT belong to the group. Write
the letter of your choice on a separate sheet of paper.
___1. a. big b. enormous c. small d. large
___2. a. rise b. fall c. collapse d. drop
___3. a. smart b. intelligent c. difficult d. gifted
___4. a. far b. hour c. second d. day
___5. a. chilly b. cold c. freezing d. warm
2. Motivation:

How many balls do you see? _____

Do you have balls too? ______
Are they small? Or are they big? ______
Have you received a ball as a gift?

3. Motive Questions: Before reading. Let us find out.

Who is turning 5 years old? What do you think is Jana’s gift
for his younger brother?
3. Reading:
Read:
“Jana’s Birthday Present”
By: Hyacinth Grace C. Camatison

4. Post Reading Activity

Answer the questions.
1. Who is turning 5 years old?
2. Which ball should Jana choose for her brother?
3. Are those balls similar or different?
D. Presenting  What do you call the words that have the same or
example/instances of opposite meanings? How about words that are
the new lesson related to each other based on intensity or
strength?

gigantic

huge

big

Study these animals.

 The lion is considered a big animal, the hippo is

considered huge, and the elephant is considered a
gigantic animal.
 The word “big” has the weakest intensity and the
word “gigantic has the strongest intensity.

 Word Clines are related words that show degrees

of intensity and strength. They have similar
meanings but are expressed differently.
E. Discussing new Activity 1
concepts and Complete each sentence by writing the word with the
practicing new skill #1 weakest meaning.
1. His artwork was __________ .
great good
2. I felt _______________ when I heard the bad news.
unhappy worried
3. Ana was ______________ that many people came to her
birthday.
shocked surprised

Activity 2
Encircle the synonym and write X over the antonym of the
given word.

F. Discussing new Formative Assessment

concepts and Board Work
practicing new skill #2 Call someone to answer on the board.

They will arrange the words from the lowest to the highest
intensity or strength. Number the words from 1-3
A. rarely ___ B. talk ___
sometimes ___ whisper ___
never ___ shout ___

Group the learners according to their correct number of

responses
Group 1: 0-2 Group 2: 3-4 Group 3: 5
G. Developing Mastery Remediation (Group 1)
(Lead to Formative Draw an object that represents the descriptive word
Assessment) inside each box.

1.

big big huge gigantic

2.

cute pretty beautiful


H. Finding practical
application of concepts
and skill in daily living
I. Generalization
Reinforcement (Group 2)
Pick the word from the circle that best complete each set.
Then, color the flower
Enhancement (Group 3)
Choose the synonym and antonym of the word at the
middle from the box. Write the answers on the blanks.
Take a look at the surrounding in our area, are there any
object that you can find which have similarities and
differences?
Fill in the blanks
__________ is a string of words arranged in terms of
__________ of _________ or intensity of the word that
represents a certain idea.
____________ are words that have the same meanings,
 while words that have opposite meanings are called
___________.
J. Evaluating Learning Post Test
A. Read the words in each item carefully. Box the
word with the weakest meaning and circle the
strongest meaning.
1. large , gigantic, big
2. great , super ,good
3. speak, yell, whisper
4. destroy , wreck , damage
5. warm , scorching, hot
B. Classify the words inside the box. Write the
synonyms and antonyms of the given words.
begin dull cold finish large hot little polished
rough sharp
Synonym Antonym
1. huge ________ _________
2. warm ________ _________
3. end ________ _________
4. pointed ________ _________
5. smooth ________ _________
K. Additional activities for Additional Activity
application or
Remediation

IV. Remarks
V. Reflection
A. No. of learners earned
80%in the evaluation.
B. No. of learners who
required remediation.
C. Did the remedial work?
No. of learners who
have caught up.
D. No. of learner who
continue to require
remediation.
E. Which of my teaching
strategies work well
 F. What difficulty did I
encounter which my
principal and
supervisor help me
solve?
G. What innovation or
localized materials did I
use?
*MELCs or Most Essential Learning competencies are also called Enduring competencies are those that remain with learners long after a test is completed (Reeves,2002) or are
useful beyond a single test or unit of study (Many and Horrell, 2014). They also refer to learning competencies that are essential in many professions and in everyday life.

Teaching Principle: I believe that learners learn best when there is a variety in the way the lesson is presented to them. In this lesson, I used explicit instruction, a
game, a story and interactive discussion as the lesson unfolds. Vygotsky’s scaffolding was used in the formative assessments to slowly increase the level of difficulty as
the learners master the target competency in this lesson. Jerome Brunner’s spiral progression of ideas was utilized as well as the learners were exposed to various
experiences to master the concept presented. Pictures appropriate for the learners were presented side by side with the text to improve their vocabulary and
strengthen word/picture association. The lesson included visual, auditory, tactile and kinesthetic stimulation. Lastly, values like respect for others and those with
disabilities, care for one’s belongings, and love for books and reading were highlighted in this lesson.

Prepared by:

Charina P. Fabillar
Teacher I

Checked by: Noted by:

Fevy B. Paraiso SHERLY ANN D. HERNANDEZ

Master Teacher I School Principal I