GRADE 6
School: DOLORES ELEM. SCHOOL
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
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
IV. PROCEDURES
A. Review/Presenting New
Lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new
lesson
Grade
Level: VI
Learning
Teacher: GHICELLE P. TEMPLANZA Area: ENGLISH
Teaching Dates and
Time: November 22, 2019 Quarter: 3rd QUARTER
Demonstrates understanding that reading a wide range of texts provides pleasure and avenue for self-
expression and personal development.
Uses literal information from texts to aptly infer and predict outcomes.
Knowledge: Note significant details of informational texts, (ENGRC-IId-5.5)
Skill: Perform the assigned tasks following the given house rules/standards/guidelines.
Attitude: Show tactfulness when communicating with others, (ENGA-IId-17)
Noting Significant Details of Informational Text
English CG for Grade 6 page 130
Across Boarders through Language 6 pages 128-129
Into the Future: Science & Health 6 page 94
Pictures
Smart TV, laptop, power point presentation, cartolina, realia like perfume, cigarette and lighter
Review: Noting Details of a Story Read
-What interrogative words or question words do we use when we want to know the details of a story
read or listened to?
Unlocking of Difficulties:
--Show and read briefly the meaning of an informational text.
Identify the meaning of the underlined words from the choices given:
1. Air pollution has crept into every aspect of our lives and has grown at alarming effect.
2. We don’t have to look far to find the culprit.
3. At home, the garbage we disposed improperly emits a foul smell and contributes a fair share
of pollutants.
4. Unless we are vigilant about our environment we will soon find ourselves suffocating.
5. One way is to put our garbage in covered trash receptacles.
-has spread or grown over -watchful
-one guilty of fault -containers
-ejects
*GUESSING GAME/PREDICTING OUTCOMES
Ask: Can you guess what is inside the bag?
When I spray this around, what do you think will
happen?
Can you guess again what is still inside the bag?
What do you think will happen if I light this cigarette
with this lighter?
What do you think will happen to me if I smoke a
cigarette for a long time?
Is this kind of air good to breathe? Why?
*Throw questions to pupils and lead them to arrive in the
correct word, Air Pollution.
Present the following questions:
-What is air pollution?
-Why do you think there is so much air pollution in urban
places than in rural places?
- How are urban areas different to rural areas?
D. Discussing new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery (leads
to Formative Assessment
3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
Present pictures about air pollution in slides and talk about
it.
Ask: What can you say about each picture?
How will you describe each picture?
To where do you think each picture belongs? Rural or
urban?
Presenting the informational text through power point .
*First reading- Silent reading of the selection in 2 minutes for understanding and noting of the
important details.
*Second Reading- Oral reading of the selection in 2 minutes
for correct pronunciation.
Noting the significant details of the informational texts
about air pollution.
1. What is the selection about?
2. In your own words, what is air pollution?
3. Base on the information given, what are the causes of air pollution?
4. How does air pollution affects us?
5. How can you as an individual help in the prevention of air pollution?
6. Why do we need to prevent air pollution?
Group Activity (4 groups)
-Each group chooses a leader to facilitate the task to be done.
-House rules/standards/guidelines are set for the group to follow.
-Rating of each group presentation is based on a rubric.
-Each group is given 15 minutes to plan on what to do on the task given.
-Each group is given only up to 3 minutes to present their work.
Group tasks:
How to prevent air pollution?
1. Group 1-Express your answers through a poem.
2. Group 2-Illustrate the solution through a poster.
3. Group 3-Share your ideas through a song.
4. Group 4-Show your thoughts by presenting a role play.
House Rules/Standards/Guidelines:
(Follow the mnemonic/memory device.)
G- Give thoughtful feedback
R- Respect others & their thoughts
O- On task all the time
U- Use soft voices
P- Participate actively
S- Stay with your group
Rubrics in Participation/Group Activities:
POINTS INDICATORS
5 -Shows eagerness and cooperation to do the
task, participate actively, do great help to the
group
4 -Shows eagerness and cooperation to do the
task, good followers only
3 -Participated but late, with teacher’s supervision
2 -Activity was done but does not show eagerness
to participate or cooperate
1 -No interest in participating the activities
Special Reminders to pupils before doing the activity:
Be tactful in dealing with others.
Group Presentations
- 3 minutes only for each group presentation
(Learners are given utmost recognition in the task they are presented.)
Ask:
1. What do you look for in an informational text when noting significant details?
2. Did you follow the given house rules when performing the task given to you?
3. Did you show tactfulness with your fellow group members as you communicate with each
other in carrying the task given to you?
*Let us now evaluate your knowledge in identifying significant details from the informational text you
read a while ago about air pollution.
Evaluation:
Identify the significant details from the informational text read about air pollution. Choose your

J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners earned 80% in
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?
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?
Prepared by:
GHICELLE P. TEMPLANZA
answers from the choices provided below.
1. What has crept into every aspect of our lives and has grown at alarming rate?
2. What emits a foul smell and contributes a fair share of pollutants?
3. What would be the effect of air pollution?
4. Where should we put our garbage?
5. How could we have a sure supply of oxygen?
-Plant trees
-Lack of clean air
-Air pollution
-Covered trash receptacles
-Garbage
*Checking of answer sheets and submission of papers for recording is done right away after the test
to interpret the result of the learners’ progress.
Assignment:
-Note at least 3 significant details from the informational texts below.
People generate waste as they perform their daily task. With higher population the more waste is
produced.
The waste comes in various forms. They maybe waste produced from packaging materials,
vegetable peelings, sewage among many others. People keep on producing wastes.
Waste pile up and come in contact with air and water. As this happens, water and air become
polluted.
You can help the environment clean by recycling wastes. Household waste can be grouped or
segregated into biodegradable and non-biodegradable.
___Lesson carried. Move on to the next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___ of Learners who require additional activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who require additional activities for remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power PointPresentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful Ims
__ Unavailable Technology Equipment (AVR/LCD)
__ Science/ Computer Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition __Flashcards
Checked by: Noted:
ANGELA C. CAPITLY KAREN P. OSORIO
MT-II Principal I