Evelyn I.

Carreon
Name of Teacher Jimmalyn F. Fernandez Section Mapagmahal
Kyla Denise B. Malapajo
Subject English Time 7:55-8:35
Grade Level Two Date

I. OBJECTIVES
A. Level Standard The learner listens critically to one-two paragraphs; use
appropriate expressions n varied situations; reads texts for
pleasure and information critically in meaningful thought units;
responds properly to environmental prints like’s signs, posters,
commands and requests; and writes legibly simple sentences
and messages in cursive form.
B. Content Standard The learner demonstrates understanding of suitable
vocabulary used in different languages for effective
communication
C. Performance Standard The learner uses familiar vocabulary to independently express
ideas in speaking activities
D. Learning Give the meaning of words used in stories presented through
Competencies/Objectives real objects, illustrations, demonstration and context clues.
(Write the LC code for a. Understand the concept of gradation in language.
each) b. Apply word clines to enhance vocabulary and writing skills.
c. Identify and use word clines to describe objects and
actions.
EN2V-IIIa-b-13.1
II. CONTENT Use word clines to describe objects and actions.
III. LEARNING
RESOURCES
A. References K-12 Curriculum Guide
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages

4. Additional Materials
from learning Resource
(LR) portal
B. Other Learning Resources PowerPoint presentation, images, chart, busy book
IV. PROCEDUREs Daily routine.
Preliminary Activities  Prayer
 Greetings
 Classroom Management
 Checking of Attendance
Before the Lesson Briefly recap the previous lesson on identifying word meanings
A. Reviewing previous lesson or through illustrations and context clues.
presenting the new lesson.
Ask students to share examples of words they learned and
how they figured out their meanings.
B. Establishing a purpose for Song about emotions or feelings.
the lesson https://youtu.be/dpjxJx_vAUo
 Today, we’re going on a word adventure! We’ll learn how to
arrange words based on their strength or weakness. This will
help us understand and use words more effectively.”

Show pictures of a person expressing different levels emotion.

Ask the students to describe the emotions in the pictures.

Introduce the concept of word clines as a way to show how

words can have different degrees of meaning.
C. Presenting Your class just won a school-wide competition.
examples/instances of the new
lesson How would you feel if your class won?
You might feel “ happy ” or even “ ecstatic ”.

Ecstatic means feeling or expressing overwhelming happiness

or excitement. It’s a strong emotion, often used to describe
intense joy or elation.

Word Cline: content, pleased, happy, joyful, ecstatic

What is a Word Cline?

A word cline is a series of words that are related in meaning,
but differ in intensity or degree. It’s like a ladder of words, with
the weakest word at the bottom and the strongest at the top.
During the Lesson Title: Squeak’s Scaredy-Cat Adventure

D. Discussing new concepts Once upon a time, there was a tiny mouse named Squeak. He
and practicing new skill #1 lived in a little hole in the wall of a big house. One day,
Squeak saw a huge cat outside. He was so scared that he ran
and hid in a small crack in the floor.

Question’s:
1. What is the name of the mouse in the story?
2. What did Squeak see that scared him?
3. Where did Squeak hide from the cat?
E. Discussing new concepts Activity Using Busy Book:
and practicing new skill #2
Complete the Tale
Directions: Choose the best word to fill in each blank.
 Word Cline: Small, Tiny, Little, Big, Huge

Once upon a time, there was a _____ mouse named Squeak.

He lived in a _____ hole in the wall of a _____ house. One
day, Squeak saw a _____ cat outside. He was so scared that
he ran and hid in a _____ crack in the floor.
F. Developing mastery (Leads Group Activity
to Formative Assessment)
Divide the class into three groups. Each group will be
assigned a different theme and will work together to create a
word cline.

Group 1
Task: Create a word cline that shows the progression of
animal size, from smallest to largest.

Word cline: Tiny, Small, Large, Gigantic

Group 2
Task: Create a word cline that shows the increasing intensity
of weather conditions.

Word cline: Calm, Windy, Stormy, Catastrophic

Activity Using Busy Book:

WORD PHONICS
Instructions: Write the correct vowel to complete each word.

1. C_ld
2. W_rm
3. H_t
4. Sm_ll
5. M_dium
6. L_rge
7. Sl_w
8. F_st
9. Sp_edy
G. Finding practical applications Group Activity
of concepts and skills in daily
living Word Cline Charades
Instructions: Divide class into two teams.

A player from one team draws a card.

The player must act out the word cline without speaking. They
should start with the first word and gradually progress to the
last word, using body language, facial expressions, and
gestures to convey the meaning.

The other team tries to guess the words in the correct order.

After a set time or when the team has guessed all the words,
 switch teams.

Word Cline Categories

Size: tiny, small, medium, large, giant

Speed: still, slow, walking, jogging, running

Temperature: freezing, cold, cool, warm, hot
Emotion: sad, bored, calm, happy, excited
Sound: quiet, soft, medium, loud, very loud

Activity Using Busy Book:

WORD CLINE IMAGERY

Instructions: In the box given choose the correct word that
matches in the pictures.
SMALL BIG GIGANTIC
COLD WARM HOT
SLOW QUICK SPEEDY
After the Lesson Review the key concepts of word clines.

H. Making generalizations and Example :

abstractions about the lesson Imagine you’re eating ice cream. You might say it’s cold, but if
it’s really, really cold, you might say it’s freezing. Can you think
of other words to describe how cold the ice cream could be?”

word cline for the coldness of ice cream could be:

 Cool
 Cold
 Chilly
 Icy
 Freezing

Question’s

Can you create a word cline for the word "sad"?

Can you think of a word cline for the word "big"?

Words can be arranged in a line to show how they are similar

but different in intensity.This sequence of words is called a
word cline. By using word clines, we can express ourselves
more precisely and vividly.

I. Evaluating learning Group Activity

Fill in the Blanks

Read the story carefully, choose the best word to fit each
blank and write your chosen word in the blank.
 Group 1:
“The lost kitten”

Word cline: tiny, dark, scared, bright,happy.

The t__y kitten, Whiskers, was lost in the d __k woods. He felt
s___d and alone. But then, he saw a b___t light and felt h___y
again.

Group 2:
“Pip the tiny mouse”

Word cline: tiny, dark, sad, loud,fast

Once upon a time, a t__y mouse named Pip lived in a d__k

hole. He felt lonely and s_d. One day, he heard a l__d noise
and saw a giant cat. Pip was terrified and ran away as f__t as
he could.

Activity Using Busy Book:

WORD MASTERPIECE
Word cline: Freezing, cold, cool, warm, hot.

1. The ice was fr__z_ng in the refrigerator.

2. The water in the pool was c_ld.
3. The weather today is c__l.
4. The soup was w_rm.
5. The desert was h_t.
J. Additional activities for Activity Using Busy Book:
application or remediation Color the animal below with your favorite color and name it.
V. REMARKS
VI. REFLECTION

________________________
JAPHET JAIRO F. LARGADO
Head Teacher II

______________________
CECILIA F. MORTEL
Master Teacher

______________________
CAROLINE D. LABAN
Teacher