School BUAYAN ELEMENTARY SCHOOL Grade Level GRADE - VI

GRADES 1 TO 12
Teacher SHIRLY S. NACIONGAYO Learning Area ENGLISH
DAILY LESSON Plan Teaching Time Quarter FIRST
(Week No. 8) Monday Tuesday Wednesday Thursday Friday
Date: _______________ Date: _______________ Date: _______________ Date: _______________ Date: _______________
I.LAYUNIN (Objectives)
A. Content Standards
The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads various text types of materials to serve
learning needs in meeting a wide range of life’s purpose
B. Performance Standards

C. Learning Competencies
Reading Comprehension Grammar Attitude Conduct Weekly Summative
Oral Reading Fluency
Evaluate narratives based on Test
how the author develop the Compose clear and coherent a. Observe politeness at all
a. Read grade level text with
elements: sentences using appropriate times
135 words correct per minute
-theme grammatical structures: b. Show tactfulness when
b. Show openness to criticism
-point of view Subject-verb agreement communicating with others.

II. Content
Evaluating Narratives based Composing Sentences using Reading Grade Level Text with 1. Observing Politeness at All Weekly Summative Test
on how the Author develop the Appropriate Grammatical 135 words correct per minute Times
Elements (theme, point of Structures: Subject-verb 2. Showing Tactfulness when
view) Agreement Communicating with Others

III. Learning Resources

A. References

Lesson Guide in Elementary Lesson Guide in Elementary Lesson Guide in Elementary Lesson Guide in Elementary
1. Teacher’s Guide Pages
English 6 English 6 English 6 English 6

2. Learner’s Materials Pages

English for All Times 6 (Reading) Across Boarders Through Across Boarders Through
3.Textbook Pages
pages 48-55 Language 6, pages 179-186 Language 6, pages 179-186

4. Additional Materials from Learning Animated stories from the internet

Resources (LR) Portal Video Clips Charts, sentence strips Reading materials
(YouTube.,com)

B. Other Learning Resources Pictures, real object Pictures Charts Pictures Test Questionnaires
IV. Procedures
A. Review Previous Lessons I. Read the short story of “A
Direction: Encircle the subject Town Mouse and A Country
and underline the predicate in Mouse” from Day 1 lesson
the following sentences: Let us review the characters then answer the questions that
1. The woman shouted with we had in our two featured follows:
joy upon seeing the baby.
Review of the different stories of the week:
2. The white squash is a
elements of a story using local Drill: Reading downloaded 1. The Tale of the White 1. What is the theme of the
magical fruit.
stories (History of a local town Basic Sight Words Squash (wife, husband, story?
3. The couple was childless for
hero) a long time. baby) 2. Narrate the story in the
4. Both couples became greedy 2. Protecting our Wildlife town mouse’s point of
when they saw the gold. (George, Dianne) view.
5. The gold disappears together
with the baby.

B. Establishing purpose for the ASK: If you were given a Motive Question: What are the things that we ASK: How must we treat II. Direction: Underline the
Lesson chance to have a magical wish 1. What is the status of need to remember in oral people who are older than us? correct verb form for each
sentence.
come true, what is that thing wildlife now? reading? Silent reading?
1. The owl usually (hunt, hunts)
that will make you happy? 2. In what way do people its food at night.
endanger wildlife? 2. Owls (is, are) helpful to
3. How is wildlife protected? mankind.
Original File Submitted and 3. They (eat, eats) harmful rodents
Formatted by DepEd Club that roam in our gardens.
Member - visit depedclub.com 4. That is why the owl (has, have)
been called the night watchman of
for more gardens.
5. Scientists (has, have) identified
145 species of owls.
C. Presenting examples Reading of a short story “The Presenting a short story: Presenting a selection Presenting the downloaded III. Direction: Put a check if the
/instances of the new lessons Tale of the White Squash” Protecting Our Wildlife “Protecting Our Wildlife” animated story featuring following situations show
(pages 48-55) “Do you see those 1. Class reading “politeness” politeness and cross if not.
pictures?” asked George. 2. Group reading “Let’s Respect Everyone” ___1. Shiela is always using
“Please” in asking for help.
Of course! They are the 3. Individual reading
___2. Alex never considers the
green turtle, the Philippine feeling of his classmates in
tamaraw, and the Palawan giving opinions.
deer,” replied Diane. ___3. Gina always wants to be
“Maybe there will come a treated as the leader of her
time when we can only see friends.
them in pictures. They have ___4. Cindy speaks in low tone
now decreased in number every time she speaks with her
because of irresponsible parents.
hunting,” explained George. ___5. Candy always interrupts
“Yes, the wildlife her talking grandmother to insert
her reasons.
population is in dangerous
levels,” agreed Diane. “Many
people have been destructive.
 They destroy forests which are
habitats of plants and animals.
They also collect and destroy
wildlife species,” Diane added.
“The wildlife management
must do something about this,”
said George.
“Our wildlife is protected
by laws. We hope to see more
wildlife species in the future,”
said Diane.
“That’s good,” answered
George smiling. “We look
forward to seeing more
national parks and game
sanctuaries for our wildlife.”
D. Discussing new concepts and Comprehension Check-up: 1. Answering the motive Group Activity: Analysis and Discussion:
practicing new skills #1. Analysis and Discussion questions. Group will be given a short 1. How can you describe
1. Who were the main 2. Study the following story (a fable). Then they will Benny? Clara?
characters in the story? sentences. The words monitor each of their member’s 2. Why did people love
2. What is so special about highlighted in yellow are reading ability. Benny than Clara?
the white squash? the subjects and the words 3. How did Clara felt about
3. Did the couple appreciate highlighted in blue are it?
the opportunity given verbs: 4. How did the dwarves
to them? a. An alligator looks like a reward Benny? Clara?
4. Explain: “Money is the crocodile. 5. What must we remember
root of all evils”, was this b. It is a ferocious animal. when dealing with other
saying shown in the story? c. Pangolins live in the people?
5. If you were the wife, forests of Palawan.
would you do the same? d. They eat ants and other
Why? insects.
e. They are endangered
animals.
E. Discussing new concepts & Study Skill Development Verbs in the present tense end To compute for the Speed Politeness is a behavior
practicing new skills #2 Elicitation using graphic in –s when the subject of the Level, use the formula below: that is considerate and
organizer: sentence is singular except respectful of other people.
1. What is the central idea or when the subject is You and I. no. of words in the passage Give instances in the story
message that the author Verbs in the present tense use /reading time (seconds) X 60 where the characters show
wants to convey? the simple form when the politeness.
2. How did the author subject of the sentence is example: Tactfulness – A tactful
develop the theme of the plural and when the subject is 131/80 seconds (60) =98 word person is appropriate and
story? You and I. Intervening words per minute sensitive, never rude or
3. If you will be the main or expressions do not affect careless.
character of the story how the subject. How did the dwarves
would you narrate it? the reward Benny’s tactfulness?
narrator? The author? Direction: Underline the
4. Did the author give justice subject in each sentence.
in making you as readers Circle the verb in the
interested in the story? parentheses that agrees with
the subject.
1. Dry leaves (fall, falls) on
the ground.
2. A strong wind (blows,
blow) them away.
3. The fallen trees (blocks,
block) the roads.
4. The clouds (look, looks)
like dark mountains.
5. The sun still (shine, shines)
through the clouds.

F. Developing Mastery (Leads Group Activity: Group Activity: Partnership Activity: Pupils Group Activity:
to Formative Assessment 3 Watch the video of a story Direction: Write 5 sentences will be given a story to read. Make a 5-minute skit
entitled “The elves and the showing ways on how you can Then each of the partners will showing politeness and
shoemaker” (BookBox.com). take care of our wildlife. monitor his/her partner’s tactfulness.
Then accomplish the Apply the subject-verb reading speed.
following: agreement in each sentence.
1. Identify the theme of the
story.
2. Retell the story as:
a. Peter Schumaker
b. The narrator
c. The author
G. Finding Practical How can we have better Why is it important for us to How can we improve our When must we practice
Applications of concepts and judgment of a story? Why is it learn the proper subject-verb reading speed? politeness and tactfulness?
skills in daily living important to have a better view agreement? How must we take
of a story told to us? criticisms if we are not that
good in reading?

H. Making Generalizations & Theme refers to the central Verbs agree with the noun What must be considered to What can we get if we are
Abstractions about the lessons idea or message that the author of pronoun subject of a compute for the reading level? polite and tactful at all times?
wants to convey to the readers. sentence both in tense and in
Point of view is the angle number. This is called
of vision from which a story is subject-verb agreement.
told, the perspective or Thus, if a subject is
vantage point from which a singular, its verb must also be
writer views reality or conveys singular; if a subject is plural,
action or information. There its verb must also be plural.
are four basic points of view
which fall into two categories
(first person and third person).
I. Evaluating Learning Read the short story below Direction: Underline the Direction: Read the selection Direction: Put a check if the
then answer the questions that correct verb form for each below. Compute for your own following situations show
follows: sentence. reading level. politeness and cross if not.
A Town Mouse and A 1. The owl usually (hunt, “The Lion and the Hare” ___1. Shiela is always using
Country Mouse hunts) its food at night. “Please” in asking for help.
A Town Mouse and a 2. Owls (is, are) helpful to A Lion found a Hare sleeping ___2. Alex never considers
Country Mouse were friends. mankind. in her form, and was just going to the feeling of his classmates in
The Country Mouse one day 3. They (eat, eats) harmful devour her when he caught sight of giving opinions.
invited his friend to come and rodents that roam in our a passing stag. Dropping the Hare, ___3. Gina always wants to be
he at once made for the bigger
see him at his home in the gardens. treated as the leader of her
game; but finding, after a long
fields. The Town Mouse came 4. That is why the owl (has, chase, that he could not overtake
friends.
and they sat down to a dinner have) been called the night the stag, he abandoned the attempt ___4. Cindy speaks in low
of barleycorns and roots the watchman of gardens. and came back for the Hare. When tone every time she speaks
latter of which had a distinctly 5. Scientists (has, have) he reached the spot, however, he with her parents.
earthy flavour. identified 145 species of found she was nowhere to be seen, ___5. Candy always interrupts
The flavor was not much to owls. and he had to go without his her talking grandmother to
the taste of the guest and dinner. "It serves me right," he insert her reasons.
presently he broke out with said; "I should have been content
“My poor dear friend, you live with what I had got, instead of
here no better than the ants. hankering after a better prize."
Now, you should just see how
I fare! My larder is a regular
horn of plenty. You must come
and stay with me and I
promise you shall live on the
 fat of the land."
So when he returned to
town he took the Country
Mouse with him and showed
him into a larder containing
flour and oatmeal and figs and
honey and dates.
The Country Mouse had
never seen anything like it and
sat down to enjoy the luxuries
his friend provided. But before
they had well begun, the door
of the larder opened, and
someone came in. The two
Mice scampered off and hid
themselves in a narrow and
exceedingly uncomfortable
hole. Presently, when all was
quiet, they ventured out again.
But someone else came in, and
off they scuttled again. This
was too much for the visitor.
"Good bye," said he, "I'm off.
You live in the lap of luxury, I
can see, but you are
surrounded by dangers
whereas at home I can enjoy
my simple dinner of roots and
corn in peace."

1. What is the theme of the

story?
2. Narrate the story in the
town mouse’s point of
view.
J. Additional activities for Choose a fable to read and Direction: Write the correct Practice reading at home. Have In a paragraph write how do
application or remediation using your own point of view, verb form for each sentence. a family member monitor your you practice politeness at
retell the story. (need) 1. Like all animals, all reading speed. home.
kinds of fish ____ rest.
(have) 2. Many kinds ____
periods of what might be
called as sleep.
(remain)3. Others simply
____ inactive for short
 periods.
(continue) 4. But even at rest,
many fish ______ to move
their fins to keep their position
in the water.
(sleep)_ 5. Some fish ____ at
the bottom of the sea resting
on their belly or side.
V. Remarks
VI. Reflection
A. No.of learners who earned 80% in the evaluation
B. No.of learners who requires additional acts.for
remediation who scored below 80%
C. Did the remedial lessons work? No.of learners
who caught up with the lessons
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/supervisor can help me solve?
G. What innovations or localized materials did I
used/discover which I wish to share with other
teachers?

Prepared by: Checked by: Monitored by:

SHIRLY S. NACIONGAYO LOVELLA O MAGUAD DR. BERNADETTE M. ANGEL

TEACHER-I PRINCIPAL I PSDS