School: SAN GABRIEL ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: IMELDA M. GATMAITAN Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and MARCH 13- 17 (WEEK 5)
Time: Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards
hat a change in stress entails a change of meaning to evaluate the speaker’s /author’s purpose and meaning.
that words are composed of different parts to know that

e conventions of Standard English grammar and usage when writing or speaking.

of the research process to write a variety of texts.
of different formats to write for a variety of audiences and purposes.

B. Performance  Uses literal information from text heard to construct an appropriate feedback.
Standards  Uses knowledge of stress and intonation of speech to appropriately evaluate speaker’s intention, purpose and meaning.
 Uses strategies to decode correctly the meaning of words in isolation and in context.
 Uses the correct functions of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral and written)
 Uses a variety of research strategies to effectively write a variety of texts for various audiences and purposes.
 Drafts texts using appropriate text types for a variety of audiences and purposes.

C. Learning Listening Comprehension Vocabulary Study Strategies/Research Study Strategies/Research Study Strategies/Research
Competencies/ Fluency
Objectives Use the words using prefixes Use a kind of sentence for a Monitor one’s understanding Monitor one’s understanding as
Relate actual experience as you make a specific purpose and audience- as he/she organizes he/she organizes information from
stand expressing opinions/emotions information from the second the second sources
sources

Write the LC code for EN6LC-IIIe-3.1.13 EN6V-IIIe-12.4.2.3 EN6SS-IIIe-1.8.10 ENSS-IIIe-4 ENSS-IIIe-4

each EN6F-IIIe-3.5
EN6F-IIIe-3.2
EN6F-IIIe-3.6
I. CONTENT Making a stand (The Store of Happiness) Inferring Meaning of Borrowed Using Kinds of Sentences Organizing Information from Organizing Information from the
(Subject Matter) Words Using Prefixes the Secondary Sources Secondary Sources
Accuracy, Appropriate Rate and Proper
Expressions in dialog

III. LEARNING
RESOURCES
A. References
1. Teacher’s Lesson Guides in Elementary English 6 pp.
Guide/Pages 264-267
2. Learner’s Materials p. 235 pp. 240-241 p. 239 p. 239
Pages
3. Textbook Pages Essential English Essential English Essential English Essential English Essential English
(Work text in Language and Reading-Kto12) (Work text in Language and (Work text in Language and (Work text in Language and (Work text in Language and
Reading-Kto12 Reading-Kto12 Reading-Kto12 Reading-Kto12
4. Additional Materials Chart, paper strips, flashcards Chart, paper strips Pictures, story book, audio Pictures, story book, audio visual
from Learning Resource visual presentation presentation
(LR) portal
B. Other Learning
Resources
III. PROCEDURES
A. Reviewing previous Do you know what an editorial is? Review of yesterday’s lesson Study the following sentences. From the story, “Store of From the story, “Store of
lesson Reading of some words using “Happy? Are you happy!” happiness”, recalls the happiness”, recalls the characters
or presenting new flashcards “I’d like to buy that house and I’ll characters and their dialogs and their dialogs
lesson pay you with check!”
“Tour me around I will buy every
single happiness in your store!”
B. Establishing a Make brief background information for Sing a song entitled " Prefix Song” In Facebook, if you like the What are the information can What are the information can you
purpose for the lesson pupils to understand what an editorial is. Let https://www.youtube.com/ photos or posts of your friends, you get from reading a book? get from reading a book? Write
them realized that an editorial is the editor’s watch? what emoticons do you click? Write your answers inside the your answers inside the bubbles.
stand on current events or issues. It is all bubbles.
right if learners do not always agree with the
editor’s opinion because they have their
own stand on certain issues.
 C. Presenting Read the editorial that follows and see if the Show different prefixes like What kind of emotion does the Form 4 groups. Each group will Form 4 groups. Each group will
examples/ learner’s agree or disagree with the editor’s “ante”,” anti”, “gastro”, “hemi”, speaker possess? choose one story. Read the choose one story. Read the story
instances of the new views about child exploitation. “homo”, “hyper”,” manu”, Original File Submitted and story then summarize it by then summarize it by organizing
lesson “Roles Children are made to play” p. 36 of “mega”, “retro” and “trans”. Formatted by DepEd Club organizing ideas as they are ideas as they are recalled by
Reading Links 6 Ask: Do you know the meaning of Member - visit depedclub.com recalled by members of the members of the group.
these prefixes? Do you know what for more group. (Snow White, Cinderella, Pinocchio,
is the origin of these words? (Snow White, Cinderella, Mulan)
Pinocchio, Mulan)

D. Discussing new Answer: “Think and Ponder” on p. 37 of Post a chart with prefix, meaning Show flashcards of different Present a dialog based on the Present a dialog based on the
concepts and practicing Reading Links 6 and origin, 235 moods and tell what kind of character in the story you have character in the story you have
new skills #1 Prefix Meaning Origin emotion it convey chosen chosen
ante- positioned in Latin
front of
another
anti- against or Ancient
opposed to Greek
another
gastro- of or Ancient
pertaining to Greek
stomach
hemi- one-half Ancient
Greek
homo- same as Ancient
another Greek
hyper- above normal Ancient
Greek
manu- of or Latin
pertaining to
hand
mega- enlargement, Greek
million
retro- backward, Latin
 behind
trans- across, Latin
through

E. Discussing new Let the learners know the basics in writing Study the meaning and origin of Does your excitement change In what way can you easily
concepts and practicing an editorial. An editorial is made up of three the stated prefixes, 235 your emotion? recall the details of the story.
new skills #2 parts: a.) the introduction or the news peg; Give some instances.
b.) the body; and c.) the conclusion.
F. Developing Mastery Group work: Have a classification game for Give the meaning of the following Put a punctuation mark to Group Work
(Lead to Formative pupils. Task: Identify the parts of an editorial words: express your emotion.
Assessment) written on strips of cartolina. Then let the 1. ante 1. Wow Choose your own story
pupils explain how the writer developed 2. antidote 2. Phew presented and be able to tell
each part. 3. gastroblast 3. Oh, my something about it.
4. hemicycle Can these be taken as sentences?
5. hyperventilate
G. Finding practical If you are the ones involved in an editorial Create a quotation that refers to a Write exclamatory sentences Aside from the books you use
application of concepts article, how are you going to react with the word “before” that you may use in which members of your family in school, what other sources
and skills in daily living. opinion that is written about you? your study. usually say. Punctuate your do you use to get valuable
sentences correctly. information?
H. Making What is an editorial? What is the importance How do we get/know the meaning How can you transform a What is a secondary source?
Generalizations and of an editorial? of words? declarative sentence or question What are the examples of
Abstraction about the into exclamatory? Can emotion secondary sources?
Lesson change the kind of sentence you
want to state?
I. Evaluating Learning Write a 3-paragraph editorial article about a Directions: Supply the correct Rearrange the words to form a The pictures below have plenty
current event or issue. prefixes in the following words meaningful exclamatory of versions already. What
(e.g. extrajudicial killings, the fight of our and write the meaning. sentence. Punctuate the reference materials or
country against drugs, etc.) sentence you have formed secondary sources could you
New word Meaning correctly. use to look for these? Write
1.___script 1. world dog you best the them below.
2.___mart are in the _________________________
3.___flex 2. my out of stay room told _________________________
4.___phones I you to _________________________
5.___scribe 3. occupied great the yet _________________________
from our seats not
4. got whoa almost the hit
kid spreading car by the
5.there spider under yikes is
creepy bed your a
 J. Additional Activities Make an album of clippings of editorial After answering the above, use the Create comic strip with a partner Write PS for Primary Sources
for Application or articles from newspapers. Be able to identify new discovered words in in any given genre. Make use of and SS for Secondary Sources
Remediation what kind of editorial are the clippings. sentences. exclamatory sentences in your ___1. Textbooks
(interpretation, criticism, argumentation, 1. manuscript speech balloons. ___2. Journal articles
entertainment, information) 2.megamart ___3. Pictures
3. retroflex HORRO COMED ___4. Autobiographies
4. homophones R Y ___5. documents
5. transcribe DRAMA

IV. REMARKS
V. REFLECTION
A. No. of learners ______ of Learners who earned 80% above ______ of Learners who earned ______ of Learners who earned ______ of Learners who ______ of Learners who earned
earned 80% above 80% above earned 80% above 80% above
80% in the
evaluation
B. Number of learners ______ of Learners who require additional ______ of Learners who require ______ of Learners who require ______ of Learners who ______ of Learners who require
who are required activities for remediation additional activities for additional activities for require additional activities for additional activities for remediation
additional activities for remediation remediation remediation
remediation who scored
below 80%
C. Did the remedial ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No
lesson work? No. of ______ of Learners who caught up the ______ of Learners who caught up ______ of Learners who caught ______ of Learners who caught ______ of Learners who caught up
learners who have lesson the lesson up the lesson up the lesson the lesson
caught up with the
lesson
D. Number of learners ______ of Learners who continue to require ______ of Learners who continue ______ of Learners who continue ______ of Learners who ______ of Learners who continue to
who continue to require remediation to require remediation to require remediation continue to require require remediation
remediation remediation
E. Which of my Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
teaching strategies ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning
worked well? Why did ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning
these work?
___ Interactive Lecture Demonstrations ___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture
The activity can be a classroom experiment, Demonstrations Demonstrations Demonstrations Demonstrations
a survey,a simulation or an analysis of The activity can be a classroom The activity can be a classroom The activity can be a classroom The activity can be a classroom
secondary data. experiment, a survey, a simulation experiment, a survey, a experiment, a survey, a experiment, a survey,a simulation
___Cooperative Learning or an analysis of secondary data. simulation or an analysis of simulation or an analysis of or an analysis of secondary data.
___Jigsaws ___Cooperative Learning secondary data. secondary data. ___Cooperative Learning
___Gallery Walks ___Jigsaws ___Cooperative Learning ___Cooperative Learning ___Jigsaws
___Fieldtrips ___Gallery Walks ___Jigsaws ___Jigsaws ___Gallery Walks
___Making notes from book ___Fieldtrips ___Gallery Walks ___Gallery Walks ___Fieldtrips
___Use of internet/audio visual presentation ___Making notes from book ___Fieldtrips ___Fieldtrips ___Making notes from book
___Text books ___Use of internet/audio visual ___Making notes from book ___Making notes from book ___Use of internet/audio visual
___Investigations presentation ___Use of internet/audio visual ___Use of internet/audio visual presentation
___Models ___Text books presentation presentation ___Text books
___Demonstrations ___Investigations ___Text books ___Text books ___Investigations
Other Techniques and Strategies used: ___Models ___Investigations ___Investigations ___Models
___Manipulative Tools ___Demonstrations ___Models ___Models ___Demonstrations
___Pair Work Other Techniques and Strategies ___Demonstrations ___Demonstrations Other Techniques and Strategies
___ Explicit Teaching used: Other Techniques and Strategies Other Techniques and used:
___ Group collaboration ___Manipulative Tools used: Strategies used: ___Manipulative Tools
___ Carousel ___Pair Work ___Manipulative Tools ___Manipulative Tools ___Pair Work
___ Diads ___ Explicit Teaching ___Pair Work ___Pair Work ___ Explicit Teaching
___ Differentiated Instruction ___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching ___ Group collaboration
___ Discovery Method ___ Carousel ___ Group collaboration ___ Group collaboration ___ Carousel
___ Lecture Method ___ Diads ___ Carousel ___ Carousel ___ Diads
Why? ___ Differentiated Instruction ___ Diads ___ Diads ___ Differentiated Instruction
___ Complete IMs ___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction ___ Discovery Method
___ Availability of Materials ___ Lecture Method ___ Discovery Method ___ Discovery Method ___ Lecture Method
___ Pupils’ eagerness to learn Why? ___ Lecture Method ___ Lecture Method Why?
___ Group member’s ___ Complete IMs Why? Why? ___ Complete IMs
collaboration/cooperation in doing their ___ Availability of Materials ___ Complete IMs ___ Complete IMs ___ Availability of Materials
tasks ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Audio Visual Presentation of the lesson ___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Group member’s
collaboration/cooperation in doing ___ Group member’s ___ Group member’s collaboration/cooperation in doing
their tasks collaboration/cooperation in collaboration/cooperation in their tasks
___ Audio Visual Presentation of doing their tasks doing their tasks ___ Audio Visual Presentation of
the lesson ___ Audio Visual Presentation of ___ Audio Visual Presentation the lesson
 the lesson of the lesson
F. What difficulties did
I encounter which my __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
principal or supervisor __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
help me solve?
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works

G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized __Contextualized/ Localized and Indigenized __Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized __Contextualized/ Localized and
materials/discover which IM’s Indigenized IM’s Indigenized IM’s and Indigenized IM’s Indigenized IM’s
I wish to share with
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
other teachers?
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to
be used as Instructional Materials be used as Instructional be used as Instructional be used as Instructional be used as Instructional
__ local poetical composition Materials Materials Materials Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition