School: KAYLAWAY ELEMENTARY SCHOOL Grade Level: II

GRADES 1 to 12
Teacher: MARY EILLEEN C. PLATA Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and
Time: MARCH 03-07, 2025 WEEK 4 Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard Phonological Skills Writing /Composition Writing /Composition Reading Comprehension and Weekly Test
Attitude Study Strategies/Listening
Oral Languages in English Study Strategies Objectives: Comprehension
Review alphabetizing and read the
Objectives: Objectives: alphabet in English Vocabulary
Supply words that rhyme with Write simple sentences in Identify the letters in Mother
given words context using preposition Tongue/Filipino that are not Objectives:
Ask about unfamiliar words to Ask about unfamiliar words to present in English and vice Participate in the retelling of
learn about meaning learn about meaning versa poems and stories
Speak clearly and audibly Take books from home to school Write simple sentences in context Sequence the events of the story
(or vice-versa) for using preposition and make relevant predictions of
independent/extra reading the story
Interpret simple signs and Identify the important details in
symbols expository text listened to
Determine the meaning of words
based on how they are used in a
sentence
Identify words that rhyme
B. Performance Standard Be able to demonstrate Express their ideas effectively in Express their ideas effectively in Acquire, study, and use English
phonological awareness at the formal and informal compositions formal and informal compositions vocabulary words appropriately
levels of the syllable and the to fulfill their own purposes for to fulfill their own purposes for in relevant contexts
phoneme writing writing
Demonstrate a love for reading Activate prior knowledge
Have sufficient facility in English stories and confidence in conceptually related to text and
to understand spoken discourse performing literacy-related establish a purpose for reading
and to talk and interact with activities/task Be self-aware as they discuss and
others about personal Organize, process and use analyze text to create new
experiences and text listened to information effectively meanings and modify old
or read knowledge
Locate information from
expository texts and use this
information for discussion or
written production
C. Learning Competencies/ Produce speech sounds Express idea through Express idea through Use an understanding of Measure one’s ability to
Objectives (sounds and letter Illustrations or story- Illustrations or story- incidents, characters and settings retain and apply
names) Board Board to validate knowledge and
 Participate/ engage in predictions concepts .Learn to answer
Participate in choral a readalong of texts (e.g. Infer/ predict outcome a weekly test.
speaking and echo poetry, repetitive text) Give the meaning of short a
reading of short Interpret simple maps of words
poems,rhymes and stories with Unfamiliar places, Give the meaning of 2-syllable
repeated signs and symbols words with short e and a sounds
patterns and refrains in
English

Write the LC Code for each EN1PAIVc-d-6.2 EN2WCIVd-g-1.6 EN2WCIVd-g-1.6 EN2LCIVc-d-2.5

EN2OLIVc-d-1.2 EN2AIVa-e-1 EN2RCIVd-2.8
EN2SSIVc-d-3 EN2VIVa-e-21
EN2VIVa-e-22
II.CONTENT Lesson 13 Lesson 14 Lesson 15 Lesson 16
We are Unique and Special Teamwork Leads to Success Working as a Team Respect Life, Uplift People
What Animals Said, Rhyming Writing Simple Sentences in Prepositions and Using them in The Lion and the Mouse and
words and Words with Context Using Preposition and Meaningful Sentences Justice
Inflectional Ending Alphabetizing
III.LEARNING RESOURCES
A. References CG pages 15,31 CG pages 15,31 CG pages 15,31 CG pages 15,31
1.Teacher’s Guides/Pages Unit 4 pp.26-27 Unit 4 pp.27-28 Unit 4 pp.28-30 Unit 4 pp.32-33 Unit 4 pp.26-33
2.Learner’s Materials Pages LM pages397-398 LM pages399-401 LM pages402-403 LM pages404-410 LM pages 397-410
3.Textbook Pages
4.Additional Materials from Pictures of different kinds of Decoding chart, Song chart or Teacher Chart, Flash cards, Art Puppets, pictures, and story book Test Notebook, pencil
Learning Resources (LR) portal ears video materials, Markers and Manila
Story: paper
Mark Has Horse’s Ears
An Adaptation of Mark Has
Horse’s Ears
by Robert Nye
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing previous lesson or Review Review Drill/Review Drill/Review
presenting the new lesson Daily Language Activity Daily Language Activity Look where your teacher will put Pre-assessment for Week 4
Words for the Day (Drill) Words for the Day (Drill) the stuffed toy and learn about Answer Key
prepositions. Synonyms
I. Synonyms: Which pairs of
words are synonyms?
Put a smiling face if the words
have the same meaning and a sad
face if they are not synonyms.
1. 2. 3. 4. 5.
II. Antonyms: Which pair of
words are antonyms? Put a check
if the words have the
opposite meaning and a X if they
are not antonyms.

1. /
2. /
3. X
4. /
5. /
III. Reading Comprehension Test
Questions: Read the story,”The
Boy With No Face”. Ring the
correct letter.
Boy with a Happy Face
by Amcy M. Esteban

The Boy is happy because he has

a face, so out he goes to look for
his friends. He meets the Stars
and he says,“Thank you stars for
giving my eyes to see what is
bright when things look dark.”He
sees the Sun rising and the boy
says, “Now, I havemy mouth filed
with words or warmth when the
world
feelscold.”And the boy says to
the Sky, “My deepest gratitude
to you, dear Sky because you
gave my ears to hear words of
Truth, both said and unsaid.”
And the boy says to the Wind, “I
am very thankful because you
gave my nose to take in air that is
pure and life-giving.”And the boy
says to the Rain, “My gift for
you…Is for you to see…My Happy
Face!”
IV. Answer the following by
encircling the letter of
your choice.
1.Why is the boy happy? He is
happy because__________.
a. he has no gift
b. he has a face
c. he has an enemy
2.Who did the boy thank for his
eyes?
a. the sun
b. the stars
c. the sky
3.Who gave his mouth?
a. the sun
b. the stars
c. the sky
4.Who gave the boy’s ears?
a. the wind
b. the rain
c. the sky
5.The boy received his nose from
________________.
a. the wind
b. the rain
c. the sky
6.What is the boy’s gift for the
Rain?
a. a sad face
b. an angry face
c. a happy face
1. B. 2. B 3. A 4. C 5. A 6. C
 IV. Writing
If you were the boy, what would
you do after you receive beautiful
gifts from your
friends? Why?
B. Establishing a purpose for Motivation: Motivation: Motivation: Motivation: Orient pupils on the
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 directions.
Show the flash cards: ears of a secret message. Refer to LM – Song in English and then in Filipino/ rhyme? Draw a line to connect
monkey, ears of man, ears of an 399 Mother Tongue the words that rhyme.
elephant, ears of a tiger, Get Set. Which letters in Filipino are not
ears of an elf and ears of a Study the alphabet to decode the present in the English alphabet?
horse. secret Answers: n and ng
Activating Prior Knowledge: If message.
animals could speak, what do
you think will they say to
people? If you were given a
chance to become an animal,
what would you like to be and
why? Today, we will find out
what the animals will say in our
poem.

Show the answer – “I love

prepositions”
Activating Prior Knowledge: What
do you know about prepositions?
Why do we need to study
prepositions? Today, we will sing
a song about
prepositions to under-
standthe meaning and to learn
more about them.
C. Presenting examples/ Presentation – Let’s Aim Presentation Presentation Preparation of test
instances of the new lesson What the Animals Said Read the story: Alphabet Animal Relay: Give 2 sets Teach the poem, “Hickory
Anonymous-(Old German Mark Has Horse’s Ears of words which Group A and Group Dickory” and let the children
Nursery Rhyme) Can you An Adaptation of Mark Has B will recite the poem.
remember Horse’s Ears use for the relay. Each team will Hickory Dickory Dock
the animals mentioned in the by Robert Nye arrange the words in alphabetical The mouse went up the clock.
poem? Recall and say as many order. The mouse ran down
animals as you can? (The team who finishes first, wins The clock struck one.
Get Set the game.) Hickory Dickory Dock.
Read along as the teacher reads Find the rhyming words in the
the poem. Use your point finger The teacher may add words for the poem. What other rhyming
as your guide. words do you know?
What the Animals Said game like iguana, jaguar, kangaroo, Activating Prior Knowledge –
Old German Rhyme newt, lizard, What animal went up the clock?
Anonymous octopus, parrot, quail, snail, tiger, Have you ever seen a
unicorn, vulture. mouse? Describe a mouse using a
Activating Prior Knowledge: Show semantic map.
animal stuffed toy and ask the Unlocking of difficult words
children where it is. 1. shade - I go under the tree
Put the stuffed toy in the following because it’s too hot. I really love
places: the shade.
Where is the toy? 2. squeak – Demonstrate and let
Mark had everything he wanted. The toy is on the table. the children do the sound.
Everyone said, The toy is under the chair. 3. trap – Show a mouse trap
“What a lucky boy. How happy he The toy is in the bag. Can you think of a word with a
must be!” But Introduce the three prepositions- similar meaning of trap?
Mark was not happy. He had a beside, in front of and above trap – catch, ensnare, shut in,
secret. The secret The toy is beside the pupil. lock in
was that he had horse’s ears that The toy is in front of the Read Along - Read aloud the
he kept under a blackboard. story and the children will read
bonnet. The toy is above my head. along.
The only person who knew about See LM - Read Along. Explain the
the secret was the family barber. Question Box Surprise.
He was forced to promise not to Allow a volunteer to pick a
tell anyone or else his barber question from a box and anybody
shop would be in the classroom can answer the
closed. The barber kept the question orally. Allow the
secret until he began children to read the questions
to get sick and went to the and write their answers on a
doctor. The doctor sheet of paper.
said, “You are not sick at all. Listen to your teacher as he/she
Perhaps you are reads the story,
keeping a secret.” The barber fell “The Lion and the Mouse.”
off his chair. The Lion and the Mouse
He thought the doctor knew Aesop’s Fable
about little Mark’s Once there was a lion sleeping
secret. The doctor asked what peacefully under the shade of a
the secret was, but narra tree. Suddenly a mouse
the barber wouldn’t say anything. ran up his shoulders. The lion
The doctor said, woke up and shook himself like
“Well, if you won’t tell me, tell it an earthquake and sent the little
to the ground.” creature to the ground. The lion
Right away the barber went to caught the mouse
the bank of the by the tail, holding him with one
river and laid his head down and great paw. “Who are you to
disturb my much-needed sleep?”
 whispered, roared the lion. Almost too
“Mark has horse’s ears. Mark has scared to say anything,
horse’s ears.” the mouse begged to be set free.
Right away he felt better. “I give you my word, Sir Lion. One
When the little rich boy day I will return the favor.” “Give
celebrated his seventh your word, squeaking pip?” asked
birthday, his mother prepared a the lion,
big banquet. She invited laughing. The mouse nodded and
musicians to entertain guests. the lion lifted his paw and let the
One played music using a comb creature free. They went their
and a leaf. When the guests had separate ways. The lion forgot
eaten, little Mark’s father called about the mouse, but
on the special musician to play. the mouse was more careful
The musician blew on his comb where he put his feet.
and out came the song, “Mark One day the lion roared pitifully
has horse’s ears.” The guests through the forest.
began to giggle. The father It woke the mouse in the comfort
snatched the comb from the of his rest. “That
musician and blew on it. Again sounds like Sir Lion. He saved my
the comb sang, “Mark has horse’s life. I promised I would return the
ears.” Everyone favor. Now is my chance.” The
laughed so hard they were rolling mouse hurried toward the sound.
on the floor. He saw the lion hung from a
Suddenly Mark’s mom stood up great branch, caught in a hunter’s
and spoke, “How many of you net, trapped so tightly it couldn’t
here have horse’s ears? Only one, move. The mouse quickly climbed
my special son, Mark. It is a sign up the tree and down the thick
of his difference from you.” The ropes where he set to work with
mother took off the bonnet that his sharp teeth. He chewed and
hid Mark’s ears. Then the father pulled, nibbled and gnawed
and mother kissed through the mesh until
Mark, first on one ear and then eventually the net began to
on the other. loosen and the lion was released.
After this, everyone wanted The lion thanked the mouse.
horse’s ears because these would “Thank you, little
make them special.Mark didn’t mouse. I promise never to
have to hide his ears anymore. 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 Comprehension Questions: Comprehension Questions: Comprehension Questions: Comprehension Questions:
and practicing new skills #1 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
words that rhyme in each line. 2. How do you think Mark felt following sentences? of the story?
The characters of the story are when the guests The toy is beside the pupil. 2. Where did the story happen?
the people, animals and things laughed about his ears? The toy is in front of the 3. When did the story happen?
in the story. 3. What was the story about? blackboard. 4. What was the lion doing under
Allow the children to read the 4. Can you cite the prepositons The toy is above my head. the narra tree?
rhyming words – Refer toLM – that were used in the story? 5. Who woke the lion?
Let’s Aim 6. What did the lion do to the
Longest List of Rhyming Words mouse?
7. What happened to the lion one
day?
8. Who saved the lion?
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 and Group Activity Group Work: Group Work: Group Work:
practicing new skills #2 Cooperative learning Strategy: Our Preposition Banner Group Work - Work by Pairs Answer the following:
Numbered Heads Divide the class into 5 groups so Now, look at the LM – Preposition 1. Why did the lion roar at the
A team of four is established. they can make their alphabet Exercise mouse?
Each student assigns a number banners made of colorful Answer Key: 1. The road is beside 2. How did the mouse save the
to himself - 1, 2, 3 4. construction paper. Write simple the car. lion?
Teacher announces the topic, sentences using prepositions in, 2. The ball is in front of the box.
the time limit, and who will on and under to help your team 3.The mouse is behind the box
share first. make meaningful 4. The boy is behind the tree.
Groups work together to answer bantings. Distribute bantings.
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 Testing

( Leads to formative Allow the pupils to think of Recite the Chant using Find a partner and fil in the blanks Sequencing relay. Sequence the
assessment ) rhyming words and encourage prepositions with the correct events of the story in the correct
them to share their “Rhyming Where’s the monkey? Where is prepositions. order.
Words Collection” box. See the it? (2x)
LM Work Together - Rhyming In the box (2x)
Words Where’s the bird? Where is it?
Answer: (2x)
cat does not rhyme with bar On the tree (2x)
box rhymes with fox Where’s the snake? Where is it?
fan rhymes with can (2x)
Under the rock (2x)
 On, in and under
Where’s the apple? Where is it?
(2x)
In the box(2x)
Where’s the carrot? Where is it?
(2x)
On the chair (2x)
Where’s the rabbi? Where is it?
(2x)
Under the bench (2x)
On, in and under..Great!
Where’s the book? Where is it?
(2x)
On the desk(2x)
Where’s the pencil? Where is it?
(2x)
In the box (2x)
Where’s the ruler? Where is it?
(2x)
Under the chair (2x)
On, in and under. See you next
time!
G. Finding practical/ I Can Do It Give examples of sentences using ICan Do It I Can Do It
applications of concepts and Which of following words are prepositions. Allow the children to use things Draw your favorite character and
skills in daily living rhyming inside the classroom to review the tell the reason
Look at the words in the prepositions that why you love him.
clothesline and put a check they’ve just learned. Allow them to
(/)inside the box if the words construct their own sentences and
rhyme and cross (x) if they do then share their
not rhyme. sentences with their partner. Then,
let them analyze the chart and
construct 5 sentences.
Allow the children to look at the
following animals and write 5
sentences to tell where
Write your own pair of words they are. Use the prepositions in,
that rhyme. on, under, behind, beside and in
front of.
H. Making generalizations and Remember This: Remember This: Remember This: Remember This: What did you learn?
abstractions about the lesson What are rhyming words? What are the prepositions that What are prepositions? How do you make relevant
were used in the story and the predictions in the story read?
chant? What should you remember in
sequencing of events that
happened in the story?
I. Evaluating Learning Measure My Learning Measure My Learning Measure My Learning Measure My Learning Checking the test
Read and Memorize: Read and Memorize: What can you do to make your task If you were mouse, would you paper.Noting item missed.
“Love yourself and be thankful Thought for the Day: Working faster? Why do we need to study also help the lion? Why or why
for being special and unique.” together as a team can help us prepositions? not?
finish our Preposition banner Working together as a team can If you were the lion, would you
faster and understand the help us finish our task faster. let the mouse free?
meaning of prepositions in, on Studying the prepositions
and under. can be useful in telling where things
are

J. Additional activities for Study the prepositions out of and Retell your story to your family or Study next lesson.
application or remediation over. best friend.

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?