Grades 1 to 12 School Grade Level VI

DAILY LESSON Teacher Learning Area English

LOG Teaching Dates and Time Week 6 (July 10-14, 2017) Quarter First

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES

The learner demonstrates understanding…

A. Content Standards  various verbal elements in orally communicating information
 of writing styles to comprehend the author’s message
 that English language is stress timed to support comprehension
 command of the conventions of standard English grammar and usage when writing or speaking
 of the forms and conventions of print, non-print, and digital materials to understand various viewing texts
 of non-verbal communication to communicate with others
The learner…
B. Performance  orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities
 uses diction (choice of words) to accurately analyze author’s tone, mood, and point of view
Standards
 reads with sufficient accuracy and fluency to support comprehension
 uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral and written)
 applies knowledge of the various forms and conventions of print, non-print, and digital materials to appropriately comprehend print, non-print, film
and moving texts
 applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the message
C. Learning EN6LC-If2.11.1 EN6LC- EN6RC-If- 6.12 EN6G-If4.4.1 EN6G-If4.4.1 EN6VC-If5.1.6
Competencies/ If2.11.2 EN6LC-If2.11.3 Analyze figures of speech EN6G-If4.4.3 EN6G-If4.4.3 Describe different forms
Infer the speaker’s tone, (culture-based euphemism) EN6G-If4.4.2 EN6G-If4.4.2 and conventions of film
Objectives mood and purpose Compose clear and coherent Compose clear and and moving pictures
Write the LC code for EN6F-If-1.8.1 sentences using appropriate coherent sentences using (dialog)
each EN6A-If-16 Read with automaticity grammatical structures: appropriate grammatical
Observe politeness at all grade level frequently Pronoun-reference structures: Pronoun- EN6A-If-16
times occurring content area agreement (number, case, reference agreement Observe politeness at all
words gender) (number, case, gender) times

EN6A-If-16 EN6A-If-16 EN6A-If-16 EN6A-If-17

EN6A-If-17
Show tactfulness when
communicating with others
EN6A-If-18
Show openness to criticism
Observe politeness at all
times
EN6A-If-17
Show tactfulness when
communicating with others
Observe politeness at all Observe politeness at all Show tactfulness when
times times communicating with
others
EN6A-If-17 EN6A-If-17
Show tactfulness when Show tactfulness when EN6A-If-18
communicating with others communicating with others Show openness to
criticism
 EN6A-If-18 EN6A-If-18 EN6A-If-18
Show openness to criticism Show openness to criticism Show openness to criticism
Author’s tone, mood, and Euphemism Pronoun-reference Pronoun-reference Different forms and
II. CONTENT purpose Frequently occurring agreement (number, case, agreement (number, case, conventions of film and
content area words gender) gender) moving pictures (dialog)

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 Activity Sheet In English 6 Activity Sheet In English 6 Activity Sheet In English 6 Activity Sheet In English 6 Activity Sheet In English 6
Resources (Quarter 1: Week 6) (Quarter 1: Week 6) (Quarter 1: Week 6) (Quarter 1: Week 6) (Quarter 1: Week 6)
LittleFoxKids. "Little Women LittleFoxKids. "Little Women LittleFoxKids. "Little Women LittleFoxKids. "Little Women LittleFoxKids. "Little
23: 23: 23: Helping the Helpless | 23: Helping the Helpless | Women 23:
Helping the Helpless | Level 7 Helping the Helpless | Level Level 7 | By Little Fox." Level 7 |By Little Fox." Helping the Helpless |
| 7| YouTube. December 29, YouTube. December 29, Level 7 |
By Little Fox." YouTube. By Little Fox." YouTube. 2016. Accessed May 13, 2016. Accessed May 13, By Little Fox." YouTube.
December 29, 2016. December 29, 2016. 2017.https://www.youtube.co 2017.https://www.youtube.c December 29, 2016.
Accessed May 13, 2017. Accessed May 13, 2017. m/watch?v=iQIBscQDWu0 om/watch?v=iQIBscQDWu0 Accessed May 13, 2017.
https://www.youtube.com/wat https://www.youtube.com/w https://www.youtube.com/
ch?v=iQIBscQDWu0. atch?v=iQIBscQDWu0 Writer’s Choice Gramma watch?v=iQIBscQDWu0
and Composition. Ohio:
McGraw-Hill, 1994. Pp454-
455

IV. PROCEDURES

A. Reviewing previous Read “To the Learner” Answer “To the Learner” Read “To the Learner” Activity Do “To the Learner” Do “To the Learner”
lesson or presenting Activity Sheets in English 6 Activity Sheets in English 6 Sheets in English (Quarter 1: Activity Sheets in English 6 Activity Sheets in English
(Quarter 1: Week 6-Day1, (Quarter 1: Week 6-Day2, Week 6-Day3, p.1) (Quarter 1: Week 6-Day 4, 6 (Quarter 1: Week 6-Day
the new lesson p.1) p.1) p.1) 5, p.1)
B. Establishing a Read “Let’s Learn This”
purpose for the Activity Sheets in English 6
(Quarter 1: Week 6-Day1,
lesson p.1)
C. Presenting Play the video from
examples/instances https://www.youtube.com/wat
ch?v=iQIBscQDWu0
of the new lesson
Answer “Let’s Try This”
Activity Sheets in English 6
(Quarter 1: Week 6-Day1,
pp.1-2)
D. Discussing new Discuss “Let’s Study This”
concepts and Activity Sheets in English 6
(Quarter 1: Week 6-Day1, pp.
practicing new skills 2-4)
#1
E. Discussing new Answer “Let’s Do This”
concepts and Activity Sheets in English 6
(Quarter 1: Week 6-Day1,
practicing new skills p.4)
#2
F. Developing mastery Answer “Let’s Do More”
(leads to Formative Activity Sheets in English 6
(Quarter 1: Week 6-Day1,
Assessment 3) p. 5)
G. Finding practical Answer “Let’s Enrich
applications of Ourselves” Activity Sheets in
English 6 (Quarter 1: Week 6-
concepts and skills in Day1, p.6)
daily living
H. Making Why is it important that you
generalizations and can infer speaker’s tone,
abstractions about mood, and purpose?
the lesson
I. Evaluating learning Answer “Let’s Test
Ourselves”
Activity Sheets in English 6
(Quarter 1: Week 6-Day1,
Read “Let’s Try This”
Activity Sheets in English 6
(Quarter 1: Week 6-Day2,
p.1)
Discuss “Let’s Study This”
Activity Sheets in English 6
(Quarter 1: Week 6-Day2,
p.2)
Answer “Let’s Do This”
Activity Sheets in English 6
(Quarter 1: Week 6-Day2,
p.2)
Answer “Let’s Do More”
Activity Sheets in English 6
(Quarter 1: Week 6-Day 2,
p.3)
Answer “Let’s Enrich
Ourselves” Activity Sheets
in English 6 (Quarter 1:
Week 6-Day2, p.4)
Answer “Let’s Test
Ourselves” Activity Sheets
in English 6 (Quarter 1:
Week 6-Day2, p.4)
Answer “Let’s Try This”
Activity Sheets in English 6
(Quarter 1: Week 6-Day3,
p.1)
Discuss “Let’s Study This”
Activity Sheets in English 6
f(Quarter 1: Week 6-Day3,
pp.1-2)
Answer “Let’s Do This”
Activity Sheets in English 6
(Quarter 1: Week 6-Day3,
pp.2-3)
Answer “Let’s Do More”
Activity Sheets in English 6
for (Quarter 1: Week 6-Day3,
p.3)
Answer “Let’s Enrich
Ourselves” Activity Sheets in
English 6 (Quarter 1: Week 6-
Day3, p.3)
When do you use pronouns in
masculine, feminine, and
neuter gender?
Answer “Let’s Test
Ourselves” Activity Sheets in
English 6 (Quarter 1: Week 6-
Day3, p.4)
Talk about “Let’s Try This”
Activity Sheets in English 6
for (Quarter 1: Week 6-Day
4, p.1)
Discuss “Let’s Study This”
Activity Sheets in English 6
(Quarter 1: Week 6-Day 4,
pp.1-3)
Answer “Let’s Do This”
Activity Sheets in English 6
for (Quarter 1: Week 6-Day
4, p.3)
Answer “Let’s Do More”
Activity Sheets in English 6
(Quarter 1: Week 6-Day 4,
pp.3-4)
Answer “Let’s Enrich
Ourselves” Activity Sheets
in English 6 (Quarter 1:
Week 6-Day 4, p. 4)
Answer “Let’s Test
Ourselves” Activity Sheets
in English 6 (Quarter 1:
Week 6-Day 4, p.4)
Talk about “Let’s Try This”
Activity Sheets in English
6 (Quarter 1: Week 6-Day
5, p.1)
Discuss “Let’s Study This”
Activity Sheets in English
6 (Quarter 1: Week 6-Day
5, pp.1-2)
Watch the video “The
Little Women” from
https://www.youtube.com/
watch?v=iQIBscQDWu0
Answer “Let’s Do More ”
Activity Sheets in English
6 (Quarter 1: Week 6-Day
5, pp.2-3)
Answer “Let’s Enrich
Ourselves” Activity
Sheets in English 6
(Quarter 1: Week 6-Day
5, pp. 3-5)
Answer “Let’s Test
Ourselves” Activity
Sheets in English 6
(Quarter 1: Week 6-Day
 p.6) 5, p. 5)
J. Additional activities
for application or
remediation

V. REMARKS

VI. REFLECTION

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 these
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?
 ENGLISH 6
st
1 Quarter

Objective
0 Compose clear and coherent sentences using appropriate subject pronouns
with correct reference agreement pertaining to number and gender.
(EN6G-Ig 4.4.1. , EN6G-Ig-4.4.3. , EN6G 4.4.2)
1 Observe politeness at all times. (EN6G-Id-16)
Subject Matter
0 Skill: Composing clear and coherent sentences using subject pronouns.
1 Reference: K to 12 Gr. 6 Curriculum Guide, Grammar in Focus 6, page 29- 32.
2 Materials:

Instructional Procedure A.
Preliminary Activities:
Drill :

Read the following words written on the flashcards with correct pronunciation:
subject, pronoun, gender,
number, singular, plural,
masculine, feminine, antecedents

Review:
Write the plural forms of the following nouns:
1. basket-of-gold ______________
2. alumna ______________
3. agendum ______________
4. woman ______________
5. man ______________
6. piano ______________
7. sheriff ______________
8. Cruz ______________
9. 1960 ______________
10. ox ______________

Developmental Activity:
0 Motivation:
Choose three pupils to read the dialogue with correct intonation and facial
expression. Joanna: Hey! Where are you going Ana?

69
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or mechanical including photocopying without written permission from DepEd Regional Office VIII.
 Ana: I am on my way to the canteen to meet Mrs. Castro. She told me to meet
her today at there.
Joanna: Really? I am on my way there, too. Jack, my brother is waiting for me. He
is having his snacks right now at the canteen.
Joanna: Come on… we have to be in a hurry. They might be looking for us, why it
took us a long time to be there.
Jack: There you are Joana. Hello Ana!
Ana: Good morning Jack. It’s nice to see you again.
Jack: Same here. I think Ana we will go ahead of you, mother is already waiting for us
at home. She called me to buy banana for grandma. She needs to have it for lunch.
Joanna: I think I have to go home ahead of you Ana. We need to do errands for
mom first.
Ana: It’s okay Joanna, I will just wait for Mrs. Castro here. She might arrive soon.
Jack: Bye Ana.
Ana: Goodbye Joanna and Jack.

Asks some questions after reading:

Who were the two friends in the dialogue?
Where are they going?
How did Ana greet the brother of Joanna?
What words did they use before leaving Ana at the canteen?
What expressions do we usually use in greeting our friends?
Presentation
Based on the dialogue that they had read, ask the following questions.
0 Who is the friend of Ana?
1 What word is used by Joanna to substitute her name?
2 Who waiting for Joanna at the canteen?
3 What word is used instead of Jake?
4 Who were waiting for Ana and Joanna?
5 What word is used to instead of Jake and Mrs. Castro?
6 Who were the two friends?
7 What word was used in the dialogue instead of Ana and Joanna?
8 What word was used instead of the word
banana? Answers:
9 Joanna is the friend of Ana.
10 The word I was used instead of Joanna.
11 Jake, her brother was waiting at the canteen.
12 The word He, was used instead of Jake.
70
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or mechanical including photocopying without written permission from DepEd Regional Office VIII.
 Jake and Mrs. Castro were waiting for them at the canteen.
The word, They was used instead of their real names.
Ana and Joanna were the two friends.
The word, We was used instead of Ana and Joanna.
The word It, was used instead of banana.

Say: The word that is used instead of those nouns are called Pronoun. These nouns are used
as a subject of the sentences, therefore the pronouns used are called Subject Pronouns.

3. Teaching Modelling
Discuss and give more examples:
Subject Pronouns are used as subjects and linking verb complements.

PERSON NUMBER

Singular Plural

First I We

Second You You

Third He, she, it They

Example:
My name is Julianne Gatchalian.
I am studying in Ormoc City Central School.

0 Rina and Mila are going to visit the house of their friends.
They do not know the way to their friend’s house.
(Note: Add more examples.)
Guided Practice:
Group the pupils into three groups and have them answer the following exercises. Give
them enough time to do each activity and let them choose a reporter to discuss the answers
of each group.
Group 1: What’s the right word?
Fill on the blanks the correct word to be used in the following sentences. Write
your answer inside the yellow box.

71
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or mechanical including photocopying without written permission from DepEd Regional Office VIII.
 Jona Brazil is a well-
Peter and I will pass known dressmaker
our projects _______ will come
on time and bring _____ makes in Ormoc.
tomorrow.
the project to our beautiful clothes
teacher for ladies.

Dr. Escobarte is our

Schools Division
Superintendent.
_____ is a good
leader among the
teachers in Ormoc.
The parents
volunteered to help
The children like
during Brigada
Eskwela. to eat squash.

_____ make sure the

rooms are ready _____ is a good
Group 2: before the class Can you tell source of Vitamin
something about starts. me? A.

Write a sentence to each picture using the subject pronouns.

Can you tell something about me?

She He It They

72
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 Group 3: Express yourself.

Make a dialogue using the situation below. Make sure to use the subject pronoun
in each sentences.

Tomorrow is the birthday of your mother. You, your brother and sisters would like
to give her a surprise birthday party.
Call the groups to present their outputs after the given time.
Generalization:
Asks the following:
What is a subject pronoun?
What are the singular subject pronouns?
What are the plural subject pronouns?

IV. Assessment
Write sentences using the following pictures below.

V. Assignment
Write five sentences about your pet / or about your favorite subject

73
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or mechanical including photocopying without written permission from DepEd Regional Office VIII.
 ENGLISH 6
st
1 Quarter, Week 6, Day 3

OBJECTIVES:
0 Read with automaticity grade level frequently occurring content area words (EN6F- If- 1.8.1)
Observe politeness at all times (EN6A- If- 16)
Value Focus: Politeness

II. SUBJECT MATTER:

A. SKILL: Reading with Automaticity Grade Level Frequently Occurring
Content Area Words
B. REFERENCES: English 6 K to 12 Curriculum Guide 2016, p. 126
English for All Times 6 (Reading TX), pp.144- 145
www.dolchword.net/printables/All220DolchWordsAlphabetical
C. MATERIALS: Drill Cards, Word Chart, Activity Cards

INSTRUCTIONAL PROCEDURE: A.
PRELIMINARY ACTIVITIES
1. Drill- Dolch Basic Sight Words: (Using Drill Cards)
a an the all am and
at are on be in I
it is if or of so

DEVELOPMENTAL ACTIVITIES:
0 PRESENTATION:
Semantic Webbing.
Let the pupils give as many ideas as they can about the word READING.
The teacher presents the lesson of the day. She will also emphasize on these house
rules:
0 Observe politeness at all times
1 Show alertness when called.
2 Stand/ Sit properly when reading.
(Post these House Rules at a corner of the board throughout the duration of the
session.

MODELLING/ TEACHING:
0 The teacher presents these concepts on the board.
SOUND DEVICES
Personification Simile Metaphor Irony
Hyperbole Alliteration Onomatopoeia Assonance
Consonance

74
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or mechanical including photocopying without written permission from DepEd Regional Office VIII.
 1 Are you still familiar with this lesson?
How many times have you encountered these words from the beginning of the
Quarter?
Expected response: These words are among the content words we have frequently
encountered in our learning area.
How well do you read them?
2 Teacher says: These words which you have frequently encountered should now be
read with automaticity.
3 Unlock the word.
AUTOMATICITY- reading quickly, doing without making much
effort. Can you read them with automaticity?
4 Teacher models reading the words with automaticity. Pupils listen attentively.

GUIDED PRACTICE:
Teacher reminds pupils to apply the house rules while doing the activity.
. RECOGNITION LEVEL (By groups of 6- 8):
DIRECTION: Read and underline the content words which were already developed in
your past lessons.
0 Using sound devices makes expressions more interesting.
1 Dancing leaves is an example of personification.
2 Simile is comparing two unlike objects with the use of as or like.
3 Saying the opposite of what somebody meant to say is called irony.
4 The repetition of initial consonant sounds in consecutive words is alliteration.
5 Onomatopoeia is using words that imitate sounds.
6 Repetition of a consonant at the end of succeeding words is applying consonance.
7 A noun is a name of person, place, thing or event.
8 Singular means only one in number.
9 Towers, airplanes, children are examples of plural nouns.

HALF PRODUCTION LEVEL (Dyad):

DIRECTION: Read the following words to your seatmate as quickly as you can.
sound device alliteration personification consonance
onomatopoeia assonance irony hyperbole
noun plural singular idiomatic
expression
stanza poem film moving pictures
lights affix root context clue

FULL PRODUCTION:
DIRECTION: Orally say the following words to yourself.
sound device alliteration personification consonance
onomatopoeia assonance irony hyperbole
noun plural singular idiomatic expression
75
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or mechanical including photocopying without written permission from DepEd Regional Office VIII.
 stanza poem film moving pictures
lights affix root context clue

4. GENERALIZATION:
How do we read frequently occurring words? (We read the words with automaticity.)
Value: How do we show politeness to others?
(We show politeness to others by listening while someone is asked to read/ speak.
by giving others the chance to read/ speak.
by following the leader of the group.
by giving comments/ opinion in a gentle/ nice way.

IV. ASSESSMENT: Oral

DIRECTION: Read the following words with automaticity:
sound device alliteration personification consonance
onomatopoeia assonance irony hyperbole
noun plural singular idiomatic expression
stanza poem film moving pictures
lights affix root context clue

V. AGREEMENT:
At home, ask an older family member to listen as you read the words with automaticity.

76
All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics
or mechanical including photocopying without written permission from DepEd Regional Office VIII.
 ENGLISH 6
st
1 Quarter, Week 6, Day 3

OBJECTIVES:
0 Read with automaticity grade level frequently occurring content area words (EN6F- If- 1.8.1)
 Observe politeness at all times (EN6A- If- 16)
Value Focus: Politeness

II. SUBJECT MATTER:

A. SKILL: Reading with Automaticity Grade Level Frequently Occurring
Content Area Words
B. REFERENCES: English 6 K to 12 Curriculum Guide 2016, p. 126
English for All Times 6 (Reading TX), pp.144- 145
https://lincs.ed.gov/readingprofiles/Dolch_Basic.pdf
www.uniqueteachingresources.com/support-files/frysixth100set.pdf

C. MATERIALS: Drill Cards, Word Chart, Activity Cards

INSTRUCTIONAL PROCEDURE:
A. PRELIMINARY ACTIVITIES
1. Drill- Dolch Basic Sight Words: (Using Drill Cards)
Teacher chooses at least 20 from the lists for pupils to read orally.

77
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or mechanical including photocopying without written permission from DepEd Regional Office VIII.
 2. Review: (Using Word Chart)
Read aloud the following words with accuracy (Fry’s Words, List 6A & C)
can’t matter square syllables perhaps
bill felt suddenly test direction
region return believe dance members
picked simple cells point mind

DEVELOPMENTAL ACTIVITIES:
0 PRESENTATION:
Semantic Webbing.
Let the pupils give as many ideas as they can about the word READING.
The teacher presents the lesson of the day. She will also emphasize on these house
rules:
0 Observe politeness at all times
1 Show alertness when called.
2 Stand/ Sit properly when reading.
(Post these House Rules at a corner of the board throughout the duration of the
session.

2. MODELLING/ TEACHING:
 The teacher presents these concepts on the board.
SOUND DEVICES
Personification Simile Metaphor Irony
Hyperbole Alliteration Onomatopoeia Assonance
Consonance
Are you still familiar with this lesson?
How many times have you encountered these words from the beginning of the
Quarter?
Expected response: These words are among the content words we have frequently
encountered in our learning area.
How well do you read them?
Teacher says: These words which you have frequently encountered should now be read
with automaticity.
78
All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics
or mechanical including photocopying without written permission from DepEd Regional Office VIII.
 0 Unlock the word.
AUTOMATICITY- reading quickly, doing without making much effort.
Can you read them with automaticity?
1 Teacher models reading the words with automaticity. Pupils listen attentively.
GUIDED PRACTICE:
Teacher reminds pupils to apply the house rules while doing the activity.
RECOGNITION LEVEL (By groups of 6- 8):
DIRECTION: Read and underline the content words which were already developed in your past
lessons.
0 Using sound devices makes expressions more interesting.
1 Dancing leaves is an example of personification.
2 Simile is comparing two unlike objects with the use of as or like.
3 Saying the opposite of what somebody meant to say is called irony.
4 The repetition of initial consonant sounds in consecutive words is alliteration.
5 Onomatopoeia is using words that imitate sounds.
6 Repitition of a consonant at the end of succeeding words is applying consonance.
7 A noun is a name of person, place, thing or event.
8 Singular means only one in number.
9 Towers, airplanes, children are examples of plural nouns.

HALF PRODUCTION LEVEL (Dyad):

DIRECTION: Read the following words to your seatmate as quickly as you can.
Sound Device alliteration personification consonance
onomatopoeia assonance irony hyperbole
noun plural singular idiomatic expression
stanza poem film moving pictures
lights affix root context clue

FULL PRODUCTION:
DIRECTION: Orally say the following words to yourself.
Sound Device alliteration personification consonance
onomatopoeia assonance irony hyperbole
noun plural singular idiomatic expression
stanza poem film moving pictures
lights affix root context clue

4. GENERALIZATION:
How do we read frequently occurring words? (We read the words with automaticity.)
Value: How do we show politeness to others?
(We show politeness to others by listening while someone is asked to read/ speak.
by giving others the chance to read/ speak.
by following the leader of the group.
by giving comments/ opinion in a gentle/ nice way.

79
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or mechanical including photocopying without written permission from DepEd Regional Office VIII.
IV. ASSESSMENT: Oral
DIRECTION: Read the following words with automaticity:
Sound Device alliteration personification consonance
onomatopoeia assonance irony hyperbole
noun plural singular idiomatic expression
stanza poem film moving pictures
lights affix root context clue

AGREEMENT:
At home, ask an older family member to listen as you read the words with automaticity.