School Almaguer South Elementary School Grade Level II

Teacher Jocelyn C. Ravelo Learning Area English

DAILY
Date/Time February 4-8, 2019 Quarter Fourth/Week 4
LESSONLOG
Day MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A .Content Standards Supply words that rhyme with Write simple sentences in context Review alphabetizing and read the Participate in the retelling of poems Participate in the retelling of poems
given words using preposition alphabet in English and stories and stories
Sequence the events of the story
Ask about unfamiliar words to Ask about unfamiliar words to learn Identify the letters in Mother Sequence the events of the story and and make relevant predictions of
learn about meaning about meaning Tongue/Filipino that are not make relevant predictions of the story the story
Speak clearly and audibly present in English and vice Identify the important details in
versa Identify the important details in expository text listened to
Take books from home to school (or
expository text listened to Determine the meaning of words
vice-versa) for independent/extra
based on how they are used in a
reading Write simple sentences in context
Determine the meaning of words sentence
Interpret simple signs and symbols using preposition
based on how they are used in a Identify words that rhyme
sentence

Identify words that rhyme

B. Performance Standards Be able to demonstrate Express their ideas effectively in Express their ideas effectively in Acquire, study, and use English Acquire, study, and use English
phonological awareness at the formal and informal compositions to formal and informal compositions vocabulary words appropriately in vocabulary words appropriately in
levels of the syllable and the fulfill their own purposes for writing to fulfill their own purposes for relevant contexts relevant contexts
writing Activate prior knowledge conceptually Activate prior knowledge
phoneme
Demonstrate a love for reading related to text and establish a purpose conceptually related to text and
stories and confidence in performing for reading establish a purpose for reading
Have sufficient facility in Be self-aware as they discuss and Be self-aware as they discuss and
literacy-related activities/task
English to understand spoken analyze text to create new meanings analyze text to create new meanings
discourse and to talk and and modify old knowledge and modify old knowledge
Organize, process and use
interact with others about information effectively
Locate information from expository Locate information from expository
personal experiences and text texts and use this information for texts and use this information for
listened to or read discussion or written production discussion or written production
C. Learning Competencies Produce speech sounds Express idea through Express idea through Use an understanding of incidents, Use an understanding of incidents,
(sounds and letter names) Illustrations or story-Board Illustrations or story- characters and settings to validate characters and settings to validate
Participate/ engage in Board predictions predictions
EN2PAIVc-d-6.2
a read along of texts (e.g. EN2WCIVd-g-1.6 Infer/ predict outcome Infer/ predict outcome
Participate in choral Give the meaning of short a
poetry, repetitive text) Give the meaning of short a
speaking and echo reading of words
Interpret simple maps of words
short poems, rhymes and Unfamiliar places, signs and symbols Give the meaning of 2-syllable Give the meaning of 2-syllable
stories with repeated words with short e and a sounds
EN2WCIVd-g-1.6 words with short e and a sounds
patterns and refrains in EN2LCIVc-d-2.5
EN2AIVa-e-1 EN2LCIVc-d-2.5
EN2RCIVd-2.8
English EN2SSIVc-d-3 EN2RCIVd-2.8 EN2VIVa-e-21
EN2OLIVc-d-1.2 EN2VIVa-e-21 EN2VIVa-e-22
EN2VIVa-e-22
II.CONTENT Lesson 13 Lesson 14 Lesson 15 Lesson 16 Lesson 16
 We are Unique and Special Teamwork Leads to Success Working as a Team Respect Life, Uplift People Respect Life, Uplift People
What Animals Said, Writing Simple Sentences in Context Prepositions and Using them in The Lion and the Mouse and Justice The Lion and the Mouse and Justice
Rhyming words and Words Using Preposition and Alphabetizing Meaningful Sentences
with Inflectional Ending
LEARNING RESOURCES
A. Reference K-12 Curriculum Guide p.22 K-12 CG p. K-12 CG p.
1.Teacher’s Guide Pages 26-27 27-28 28-30 32-33 32-33
2. Learner’s Materials 397-398 399-401 402-403 404-410 404-410
Pages
3.Textbook pages
4. Additional Materials Pictures of different kinds of Story: Mark Has Horse’s Ears Teacher Chart, Flash cards, Art Puppets, pictures, and story book Puppets, pictures, and story book
from Learning Resources(LR ears materials, Markers and Manila
paper
Portal)
B. Other Learning Resources Pictures, tarpapel, activity things and objects charts, pictures

A. Reviewing previous Review Review Drill/Review Which pairs of words are synonyms? Which pairs of words are
lesson/presenting the Daily Language Activity Daily Language Activity Look where your teacher will put Put a smiling face if the words have synonyms?
Words for the Day (Drill) Words for the Day (Drill) the stuffed toy and learn about the same meaning and a sad face if Put a smiling face if the words have
lesson
prepositions. they are not synonyms. the same meaning and a sad face if
II. Antonyms: Which pair of words are they are not synonyms.
antonyms? Put a check if the words II. Antonyms: Which pair of words
have the are antonyms? Put a check if the
opposite meaning and a X if they are words have the
not antonyms. opposite meaning and a X if they are
III. Reading Comprehension Test not antonyms.
III. Reading Comprehension Test
B. Establishing a purpose Motivation: Get Set. Motivation: Motivation: Motivation:
for the lesson Guess whose ears are these? Study the alphabet to decode the Let’s begin by singing the Alphabet Can you connect the words that Can you connect the words that
Show the flash cards: ears of a secret message. Song in English and then in rhyme? Draw a line to connect the rhyme? Draw a line to connect the
monkey, ears of man, ears of an Refer to LM, p. 399 Filipino/ Mother Tongue words that rhyme. words that rhyme.
elephant, ears of a tiger, Show the answer – “I love Which letters in Filipino are not
ears of an elf and ears of a horse. prepositions” present in the English alphabet?
Activating Prior Knowledge: If Activating Prior Knowledge: What do
animals could speak, what do you you know about prepositions?
think will they say to people? If Why do we need to study
you were given a chance to prepositions? Today, we will sing a
become an animal, what would song about
you like to be and why? Today, we prepositions to under-
will find out what the animals will stand the meaning and to learn more
say in our poem. about them
C. Presenting Presentation – Let’s Aim Presentation Presentation Presentation
examples/instances of the What the Animals Said Read the story: Alphabet Animal Relay: Give 2 sets Teach the poem, “Hickory Dickory” Teach the poem, “Hickory Dickory”
Anonymous-(Old German Nursery Mark Has Horse’s Ears of words which Group A and Group and let the children recite the poem. and let the children recite the poem.
new lesson Rhyme) Can you remember the An Adaptation of Mark Has Horse’s B will use for the relay. Each team
animals mentioned in the poem? Ears will arrange the words in
Recall and say as many animals as by Robert Nye alphabetical order.
 you can? (The team who finishes first, wins
Get Set the game.)
Read along as the teacher reads The teacher may add words for
the poem. Use your point finger as the game like iguana, jaguar,
your guide. kangaroo, newt, lizard, octopus,
What the Animals Said parrot, quail, snail, tiger, unicorn,
Old German Rhyme vulture.
Anonymous Activating Prior Knowledge: Show
animal stuffed toy and ask the
children where it is.
Put the stuffed toy in the following
places:
Where is the toy?
The toy is on the table.
The toy is under the chair.
The toy is in the bag.
Introduce the three prepositions-
beside, in front of and above
D. Discussing new concepts Comprehension Questions: Comprehension Questions: Comprehension Questions: Comprehension Questions: Comprehension Questions:
and practicing new skills Listen to the last sound of the 1. What was special about Mark? What are the prepositions in the 1. Who are the main characters of the 1. Who are the main characters of
words that rhyme in each line. 2. How do you think Mark felt when following sentences? story? the story?
The characters of the story are the the guests laughed about his ears? The toy is beside the pupil. 2. Where did the story happen? 2. Where did the story happen?
people, animals and things in the 3. What was the story about? The toy is in front of the 3. When did the story happen? 3. When did the story happen?
story. 4. Can you cite the prepositions that blackboard. 4. What was the lion doing under the 4. What was the lion doing under
Allow the children to read the were used in the story? The toy is above my head. narra tree? the narra tree?
rhyming words – Refer to LM – 5. Who woke the lion? 5. Who woke the lion?
Let’s Aim 6. What did the lion do to the mouse? 6. What did the lion do to the
Longest List of Rhyming Words 7. What happened to the lion one day? mouse?
8. Who saved the lion? 7. What happened to the lion one
9. What did the lion say after he was day?
rescued by the mouse? 8. Who saved the lion?
10. What did you learn from the story? 9. What did the lion say after he was
rescued by the mouse?
10. What did you learn from the
story?
E. Discussing new concepts Group Activity Group Work: Group Work: Group Work: Group Work:
And practicing new skills Cooperative learning Strategy: Our Preposition Banner Group Work - Work by Pairs Answer the following: Answer the following:
Numbered Heads Divide the class into 5 groups so they Now, look at the LM – Preposition 1. Why did the lion roar at the mouse? 1. Why did the lion roar at the
A team of four is established. can make their alphabet banners Exercise 2. How did the mouse save the lion? mouse?
Each student assigns a number to made of colorful construction paper. Answer Key: 1. The road is beside 2. How did the mouse save the lion?
himself - 1, 2, 3 4. Write simple sentences using the car.
Teacher announces the topic, the prepositions in, on and under to help 2. The ball is in front of the box.
time limit, and who will share first. your team make meaningful 3.The mouse is behind the box
Groups work together to answer bantings. Distribute bantings. 4. The boy is behind the tree.
the question so that all can
verbally answer the question.
F. Developing Mastery We Can Do It We Can Do It We Can Do It We Can Do It We Can Do It
(Leads to Formative Allow the pupils to think of Recite the Chant using prepositions Find a partner and fil in the blanks Sequencing relay. Sequence the events Sequencing relay. Sequence the
rhyming words and encourage Where’s the monkey? Where is it? with the correct of the story in the correct order. events of the story in the correct
Assessment) them to share their “Rhyming (2x) prepositions. order.
Words Collection” box. See the LM In the box (2x)
Work Together - Rhyming Words
G. Finding practical I Can Do It Give examples of sentences using I Can Do It I Can Do It I Can Do It
applications of concepts Which of following words are prepositions. Allow the children to use things Draw your favorite character and tell Draw your favorite character and
rhyming inside the classroom to review the the reason why you love him. tell the reason why you love him.
and skills in daily living Look at the words in the prepositions that
clothesline and put a check (/) they’ve just learned. Allow them to
inside the box if the words rhyme construct their own sentences and
and cross (x) if they do not rhyme. then share their
sentences with their partner. Then,
Write your own pair of words that let them analyze the chart and
rhyme. construct 5 sentences.
Allow the children to look at the
following animals and write 5
sentences to tell where
they are. Use the prepositions in,
on, under, behind, beside and in
front of.
H. Making generalizations Remember This: Remember This: Remember This: Remember This: Remember This:
and abstractions about the What are rhyming words? What are the prepositions that were What are prepositions? How do you make relevant predictions How do you make relevant
Rhyming words are words that used in the story and the chant? in the story read? predictions in the story read?
lesson have the same ending sound. What should you remember in What should you remember in
sequencing of events that happened in sequencing of events that happened
the story? in the story?
I. Evaluating Learning Measure My Learning Measure My Learning Measure My Learning Measure My Learning Measure My Learning
Read and Memorize: Read and Memorize: What can you do to make your task If you were mouse, would you also If you were mouse, would you also
“Love yourself and be thankful for Thought for the Day: Working faster? Why do we need to study help the lion? Why or why not? help the lion? Why or why not?
being special and unique.” together as a team can help us finish prepositions? If you were the lion, would you let the If you were the lion, would you let
our Preposition banner faster and Working together as a team can mouse free? the mouse free?
understand the meaning of help us finish our task faster.
prepositions in, on and under. Studying the prepositions can be
useful in telling where things are
J Additional activities for Retell your story to your family or best Retell your story to your family or
application or remediation friend. best friend.

IV.REMARKS
V. REFLECTION
A .No. of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
80% in the evaluation above above above above above
B. No. of learners who require ___ of Learners who require a ___ of Learners who require a ___ of Learners who require a ___ of Learners who require a ___ of Learners who require a
additional for remediation additional activities for additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation remediation
C. Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
No. of learners who have caught ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
up with the lesson. lesson lesson lesson lesson lesson
D.No. of learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
require remediation require remediation require remediation require remediation require remediation require remediation
E.Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
work? ___ Games ___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
in doing their tasks in doing their tasks in doing their tasks in doing their tasks in doing their tasks
F.What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
which my principal or supervisor __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
can help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
G.What innovation or localized The lesson have successfully delivered The lesson have successfully delivered The lesson have successfully delivered The lesson have successfully delivered due The lesson have successfully delivered
materials did I use/discover due to: due to: due to: to: due to:
which I wish to share with other ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
teacher?
___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson
___ worksheets ___ worksheets ___ worksheets ___ worksheets ___ worksheets
___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
 ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks
Prepared by:

JOCELYN C. RAVELO
Teacher Checked by:
CAPITULO R. FERNANDEZ
School Head