Department of Education

Region X
Division of Bukidnon
District of Manolo Fortich I
MANOLO FORTICH CENTRAL ELEMENTARY SCHOOL

A SEMI-DETAILED LESSON PLAN IN FILIPINO II IN KASALUNGAT NA SALITA

CORAZON D. ONAHON
TEACHER II
Grade II – STRAWBERRY
MAY 12, 2023
7:45 –8:35 A.M. (50 minutes)

I. OBJECTIVES ANNOTATION
 Ang mag-aaral ay inaasahang naipamamalas ang kakayahan at talas sa
A. Content Standards
pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin.
 Ang mag-aaral ay inaasahang naipahahayag ang ideya/ kaisipan/ damdamin/
B. Performance Standards
reaksyon nang may wastong tono, diin, bilis, antala at intonasyon.
Pagkatapos ng 50 na minuto, ang mga bata ay inaasahang : CG pp. 239-241
 Cognitive Nakilala ang kasalungat ng mga salita
C. Learning Competency Code  Affective Nakibahagi sa pangkatang mga gawain
 Psychomotor Naisulat ang kasalungat ng salitang naibigay na pangungusap
 Code F2WG – IIg-h-5
II. CONTENT KASALUNGAT NA SALITA
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages FILIPINO 2 Q4, Module 4 ; pp. 1 - 13
2. Learner’s Materials Pages Not Applicable
3. Textbook Pages / 4.
Pagdiriwang ng Wikang Filipino 2 ; pp. 117 - 120
Additional Materials
B. Other Learning Resources Laptop, Smart TV, Activity Sheets , Big Charts, Pictures
IV. PROCEDURES

1
 1st Pathway of Learning the Lesson
 Magandang umaga mga bata ! Kumusta ang inyong Biyernes ng umaga?
 Bisitahin natin ang kasalukuyang pamantayan ng ating klase sa oras ng leksyon Classroom standard is set before the onset
of the lesson.
 Sinusunod ba nating palagi ang mga pamantayang ito?
 Natandaan pa ba ninyo ang ating leksyon tungkol sa salitang kilos? This lesson is structured to activate or
build prior knowledge of the topic as a
springboard to start the new lesson and is
 Magkaroon tayo ng laro ngayon, ito ang “Maghulaan Tayo” activity, handa na ba kayo? well-paced with a thoughtfully chosen
 Basahin natin ang mga paraan sa screen. sequence of learning activities that are
 Klaro na ba sa inyo ang paraan? learner-centered considering their
gender.
 Ang mga bata ay pupunta sa pangkat ayon sa kasarian at lider nito. (pre groups)
Itsek ng mga bata ang kasingkahulugan ng unang salita. To reinforce cooperative learning, The
word hunt strategy is used to see how
A. Reviewing Previous Lesson

many group can successfully accomplish

Group A Group B in the time they are allotted. This is also
asul - bughaw pula asul - bughaw pula used to develop unity and camaraderie
among learners. Completing these tasks
will give them a feeling of
Malaki - mataba payat Malaki - mataba payat accomplishment.

Masaya - maligaya malungkot Masaya - maligaya malungkot T/L Strategy:

 Word hunt Game

Maingay - magulo tahimik Maingay - magulo tahimik 1st Classroom Structure:

 Arrange chairs in column Gender
Sensitivity in the Learning
Environment
 LITERACY
 Sa signal ng guro, ay magsisimula ang bawat grupo.
 Pagkatapos ng inilaan na oras ay ipapakita ng guro ang tamang sagot sa screen o
telebisyon. Checking of answers after the activity will
 Letra ng magkasingkahulugan sa pangungusap. provide a learning environment that
enables learners to monitor
 Pagbibigay recognition sa tamang sagot ng mga bata accomplishments, evaluate their thinking,
and seek constructive feedback from peers
Literacy : Adjectives and the teacher.

Giving due recognition to learners’

accomplishments shows a supportive and
nurturing learning environment where
learners feel appreciated.

6 minutes

2
 2nd Pathway of Learning the Lesson
 Pagplay ng guro sa video na nagpapakita kabaliktaran o kasalungat.
 Ano ang nakita ninyo sa video ? Teacher establishes the purpose for the lesson
through a “Manood Tayo!” Strategy in
 Sa palagay ninyo, ano ang layunin ng leksyon natin ngayon base sa nakitang video presenting the Antonyms to keep this activity
kanina? interesting. Moreover, learners learn best
when they know what they are expected to
 Tingnan natin ang ating mga layunin: learn and why.

T/L Strategies:
LAYUNIN: KAALAMAN TUNGKOL SA  Brainstorming Technique
B. Establishing a Purpose for the Lesson

Lunes Makilala ang kasingkahulugan

Extensive and complex localized content
Martes Nakilala ang kasingkahulugan knowledge in Antonyms lessons within and
Miyerkules Nakilala ang kasingkahulugan sa pangungusap across curriculum content areas are applied

Huwebes Nagagamit ang kasingkahulugan sa pangungusap

Biyernes Assessment Learners are encouraged to answer HOTS
questions on cross-curriculum areas

 Ngayon, pag-aralan natin ang tungkol sa salitang magkasalungat at ang kahulugan nito.  Brainstorming technique is used in eliciting
the topic from the learners through the
Ito ay tinatawag na magkasalungat o kabaliktaran. introduction of the last syllable of each word
 Bakit kailangan natin matutunan ang magkasalungat na salita? Kailangan nating used in the sentences.

matutunana ang kasalungat ng salita upang mas madali nating maintindihan ang ibig Posting on screen and on the board the
sabihin nito.) objective, purpose, and expected outcome of
the lesson will help in retaining the lesson in
 Paano natin malalaman kung ang dalawang salita ay magkasalungat? (Malalaman natin the learners’ minds.
kung magkasalungat ang dalawang salita ay magkabaliktaran ang mga ito.) NUMERACY
 Numeracy : Ilang magkasalungat na salita ang makikita ninyo sa video? ( Apat (3) ) Encouraging learners to ask questions and
letting another learner give the answer to the
question helps develop the critical and creative
thinking of the pupils as well as HOTS.

6 minutes

3
 3rd Pathway of Learning the Lesson
C. Presenting Examples or Instances of the New
 Pagpakita ng guro sa telebisyon sa iba’t-ibang larawan.
 Isa-isang larawan at sabihin ang kasalungat na kahulugan nito (Modeling)
Explicit Method of teaching using “I Do” is
 Tatawag ang guro ng batang ilalaarawan ang nasa larawan at ibigay ang kasalungat used in presenting the Antonyms through
nito. PowerPoint slides by showing one example
of an adjectives refer to color
T/L Strategies:
 Explicit Teaching (I Do)

This strategy somehow serves as Pre-Formative

Assessment in forming a new word from the
Lesson

meaning given.
Literacy

Giving due recognition to learners’

accomplishments shows a supportive and
nurturing learning environment where
mataba
payat malungko mahaba maikli
learners feel appreciated.
masaya
t
 Literacy Integration : ano ang ginawa ninyo kung naglalarawan ng isang bagay sa
larawan?

10 minutes

4
 4th Pathway of Learning the Lesson

 Ngayon ay mayroon tayong gagawin.

A set of guidelines is given before 1st Formative
 Hatiin ang klase sa dalawang pangkat/grupo. Ipasagot sa mga bata ang Gawain. Assessment using Explicit Method “grab from
(Dress Me Up) the bag game” using candy groupings
D. Discussing New Concepts and Practicing New Skills #1

considering gender equality.

Direksyon : Idikit ang bawat bahagi ng damit sa larawan na nagpapakita ng kasalungat
nito. This 1st Formative Assessment (FA) will gauge
learners’ understanding of the Antonyms
lesson whether to re-teach or to proceed to

1 mainit malamig deepen the lesson.

1
To acknowledge the needs of diverse learners,
2 2 malayo malapit
little teacher Strategy is designed to have one
leader who is one of the top performers in the
class who acts as the little teacher whose
diverse members are equally grouped.

mabigat magaan 2nd Classroom Structure:

3 3  Use of 4 groups according to candy colors

T/L Strategies:
 Explicit Teaching (we can do it)
 Little Teacher
 Magbigay ang guro ng signal upang magsimiula sa Gawain.
 Pagkatapos ng inilaang oras magpresent ang bawat grupo o pangkat ng kanilang nagawa. Checking of answers after the activity will
provide a learning environment that enables
 Mabilis ba kayong magbihis ng inyong larawan sa magkasalungat na salita? learners to monitor accomplishments and
 Numeracy Integration : Sa score na 1-5 as 5 ang pinakamataas , gaano ka bilis ang evaluate their thinking and to seek constructive
feedback from peers and the teacher.
paggawa ninyo sa tamanag sagot
 Pagbibigay kilala sa pangkat na nakakuha ng tamang sagot. Extensive and complex localized content
knowledge in Antonyms lessons within and
 Pagpakita ng guro sa maikling kwento sa tsart. across curriculum content areas are applied.
 Basahin natin ang mga salitang may salungguhit o linya. EsP
 Ano ang masasabi ninyo sa mag-anak ni Mang Tasyo? Masipag ba sila? Giving due recognition to learners’
 EsP Integration : Dapat tayong masipag hindi lang sa pagtrabaho sa bukid kundi pati rin accomplishments shows a supportive and
sa pag-aaral sa mga kasalungat na kahulugan ng mga salita. nurturing learning environment where
learners feel appreciated.
 Ano ang ibig sabihin ng masipag?
 Paano mo ipinakita ang pagiging masipag?
 Sinu-sino sa iyong kaklase na masasabi mo na siya ay masipag?

5 minutes

5
 5th Pathway of Learning the Lesson
 Ngayon ay may ibibigay ako sa inyo na gawain o activity sheet. Ang gagawin ninyo ay
hanapin ang kaklasi na may parehong bahagi ng katawan na hawak ninyo. A set of guidelines is given before the 2nd
Formative Assessment using Explicit Teaching
 Magbigay ang guro ng time signal sa pagsimula ng Gawain “grab and tell.
 Pagkatapos ng inilaang oras ay tatawag ang guro ng 5 pares upang i-present ang
E. Discussing new Concepts and Practicing New Skills #2

This 2nd FA will deepen the lesson and show

kanilang nagawa. learners new ways of applying and learning
 Pagkilala at pagbibigay recognition ng guro sa mga batang may tamang sagot. Antonyms.
 LITERACY INTEGRATION. (Sa ating English, ano ang tawag sa mga salitang may Another way of acknowledging the needs of
magkasalungat na kahulugan? ) diverse learners is using the grab and tell

Grab and tell Strategies. These strategies

provide a learning environment for higher-
order thinking skills that enable learners to
evaluate their own thinking, invite comments
and seek constructive feedback from peers.

3rd Classroom Structure:

 Learners could go to their group for
collaboration.

T/L Strategies:
 Grab ang tell

Checking of answers after the activity will

provide a learning environment that enables
learners to monitor accomplishments and
evaluate their thinking and seek constructive
feedback from peers and the teacher.
Literacy

Giving due recognition to learners’

accomplishments shows a supportive and
nurturing learning environment where
learners feel appreciated.

5 minutes

6
 6th Pathway of Learning the Lesson
 Ngayon ay magkakaroon na naman tayo ng pankatang Gawain
 Anu-ano ang dapat tandaan kung maypangkatan/grupong Gawain? A set of guidelines is given before 3rd Formative
Assessment through Differentiated Instruction
 Ang mga grupo/pangkat ay inihanda na ng guro sa wala pa ang klase. Strategy

This 3rd FA is done to check learners’

“Check Me” (For IP Learners) Kilalanin ang pares ng mga salita. Isulat ang kung confidence in their knowledge and competencies
mgkasalungat at X kung hindi . of the lesson which promotes learning and
fosters respect and friendships among diverse
______1. malaki – maliit ______3. masaya – malungkot _______5.bata- matanda groups of learners. This grouping is based on
learners’ developmental needs and strengths to
______2. mataba – payat ______4. bago - luma address diversity and inclusivity. Peers learn to
depend on each other in a positive way for a
variety of learning tasks.
“Mix and Match” (For Sped Learners ) Pagtambalin ang salita sa hanay A na kasalungat na salita
sa hanay B. Pagdugtungin ito ng linya. 4th Classroom Structure:
Hanay A Hanay B  Use of colored fruits
F. Developing Mastery

1. tahimik a. malamig
2. mainit b. magulo T/L Strategies:
3. marumi c. basa  Differentiated Instruction
4. busog d. malinis Checking of answers after the activity will
5. tuyo e. gutom provide a learning environment that enables
learners to monitor accomplishments and
evaluate their thinking and to seek constructive
“Pick Me” (For Average Group) Piliin sa talaan ang kasalungat ng salita na naibigay sa bawat feedback from peers and the teacher.
bilang at idikit ito sa tabi nito.
1. Magaan 2. Matanda 3. Lola 4. Sarado 5. mabango Giving due recognition to learners’
accomplishments shows a supportive and
nurturing learning environment where
“Write Me” (for Fast Learners) Isulat ang kasalungat ng mga sumusunod. learners feel appreciated.
1. Malungkot – 2. Araw - 3. Likod - 4. Malapit - 5. Maingay - literacy

 Magbigay ng signal ang guro sa pagsimula ng Gawain. 5 minutes

 Ang guro ay magbibigay ng malaking atensyon sa pangkat ng IP at Sped para sa isahang
paggabay habang ang inilaang oras, bawat grupo/pangkat ay magpresentar ng kani-
kanilng gawain/sagot.
 Literacy Integration : Use in a sentence (old – young)
 Pagbibigay ng recognition at praises sa pangkat/grupo na may tamang sagot.

7
 7th Pathway of Learning the Lesson
 Ano ang kahalagahan ng pag-aaral natin sa kasalungat na kahulugan ?
Ang pag-aaral ng kasalungat na kahulugan ay mahalaga upang mas madaling
Before finding practical applications of concepts
maintindahan ang ibig sabihin nito.
G. Finding Practical Applications of Concepts and Skills in Daily Living

and skills in daily living, a verbal guideline is

given.
.Paano natin ito magamit sa pang-araw –araw na pamumuhay?
- Ang pagkatoto ng kasalungat na kahulugan ay makatutulong sa pagpili sa Questions are flashed on screen one at a time.
After learner/s shared their idea/s, the expected
pinakatamang salita sa pagsasalita at pagsusulat. answer is then flashed.

Literacy Integration: Ano ang tamang pagsulat ng pangungusap? Bridging the lesson to daily living using
. question-answer relationship (QAR) strategy
can develop appreciation and valuing of
learners’ learning and further establish
relevance in the suffix lesson.

T/L Strategies:

 QAR
LITERACY

Giving due recognition to learners’

answers/opinions shows a supportive and
nurturing learning environment where
learners feel appreciated.

4 minutes
8
 8th Pathway of Learning the Lesson
Ano ang kasalungat?
- Ang kasalungat na salita ay mga salitang kabaliktaran ang kahulugan na
Before making generalizations and
iba ang kahulugan. abstractions about the lesson, a verbal
guideline is given.
H. Making Generalizations and Abstractions About the Lesson

Literacy Integration (Pagbibigay ng halimbawa ng magkasalungat na mga salita) Generalizations and Abstraction is done
through QAR. Questions are flashed on screen
one at a time. After learner/s shared their
answer, the expected answer is then flashed.

Asking the learners these questions will help in

crystallizing their learning and thus declare
their knowledge in suffixes and demonstrate
their skills.
literacy

T/L Strategies:
 QAR

Giving due recognition to learners’

answers/opinions shows a supportive and
nurturing learning environment where
learners feel appreciated.

3 minutes
9
 9th Pathway of Learning the Lesson
• Para sa inyong Exit Ticket, kailangang saguting ninyo ang mga sumusunod
Before evaluating learning, verbal guidelines
Direksyon: Basahin ang sumusunod na pangungusap. Kilalanin ang kasalungat sa salitang are set.
may salungguhit. Bilugan ang letra nito.
Evaluating Learning is done through an exit
1. Maraming sobra na pagkain sa aking kaarawan. ticket strategy to assess the learners whether
Evaluating Learning

learning objectives are met.

a.labis b. kulang C. masarap
Evaluation Activity is well aligned with the
learning objectives of this lesson.
2. Malinis ang aming paaralan.
a.marumi b. maayos C. maganda 5th Classroom Structure:
 Learners stay in their individual seats as their
learning environment.
3. Maligaya ang aming pamilya.
a.marami b. malungkot C. malaki T/L Strategies:
 Exit Ticket Exam

4. Mabilis tumakbo ang kuneho. Giving due recognition to learners’ effort

shows a supportive and nurturing learning
a.mabagal b. matulin C. maingay
I.

environment where learners feel appreciated.

Literacy
5. Ang basura ay mabaho.
a.mabango b. marumi C. marami 5 minutes

Literacy : Describing a Family

10
 10th Pathway of Learning the Lesson
Application or Remediation
Para sa inyong gawaing bahay. Teacher gives guidelines for additional
J. Additional Activities for

activities for application or remediation.

Sumulat ng pangungusap gamit ang magkasalungat na salita.
Giving additional activities for application will
provide extended learning opportunities and
1. Matamis – maasim challenges to learners who have already
2. Maliwanag - madilim mastered the skill. On the other hand, giving
of additional activities for remediation will
provide a learning support to pupils who lag
far behind their counterparts in school
performance.

Teacher thanks the class for their full

cooperation in the entire lesson.

Literacy Integration
Literacy Integration :( Magbasa ng mga pangungusap na may magkasalungat )
1 minute

T/L Strategy : Isulat Mo!

V. REMARKS
A. No. of Learners Who Earned 80% in the
Evaluation
B. No. of learners Who Require Additional Activities
for 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 this work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

11
Prepared by: Approved by:

CORAZON D. ONAHON JEAN C. BARBASO

TEACHER II MASTER TEACHER II
May 12, 2023 May 12, 2023

12