School: BALLIAO IS Grade Level: VI

GRADES 1 to 12 Teacher: MARYJANE S. MUNDO Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: OCTOBER 17 – 21, 2022 (WEEK 9) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.LAYUNIN
A. Grade Level Standard The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads various text types materials to
serve learning needs in meeting a wide range of life’s purpose
B. Content Standards
C. Performance Standards
D. Learning Competencies/ Reading Comprehension Viewing Grammar Oral Reading Fluency Attitude
Objectives Evaluate narratives based on how
the author develop the elements: Analyze the characters/setting Compose clear and coherent a. Read grade a. Observe
-theme used in print, non-print and digital sentences using appropriate level text politeness at all
-point of view materials (Age and gender, race grammatical structures: with 135 times
and nationality, attitude and Subject-verb agreement words correct b. Show tactfulness
behavior) per minute when
b. Show communicating
openness to with others.
criticism

Write the LC code for each (EN6RC-Ii-2.24.4, EN6RC-Ii- (EN6VC-Ii-3.3.1, EN6VC-Ii-3.3.3) (EN6G-Ii-3.9) (EN6F-Ii-1.13, (ENGA-Ii-16, ENGA-Ii-
2.24.5) ENGA-Ii-18) 17)
II. CONTENT Evaluating Narratives based on Analyzing the Characters/Setting Composing Sentences using Reading Grade Level 1. Observing
how the Author develop the used in Print, Non-print and Digital Appropriate Grammatical Text with 135 words Politeness at All
Elements (theme, point of view) materials Structures: Subject-verb correct per minute Times
Agreement 2. Showing
Tactfulness
when
Communicating
with Others

LEARNING RESOURCES
A. References
1. Teacher’s Guides Lesson Guide in Elementary Lesson Guide in Elementary Lesson Guide in Elementary Lesson Guide in Lesson Guide in
English 6 English 6 English 6 Elementary English 6 Elementary English 6
 2. Learner’s Material
pages
3. Textbook Pages English for All Times 6 (Reading) English for All Times 6 (Reading) Across Boarders Through Across Boarders
pages 48-55 pages 48-55 Language 6, pages 179-186 Through Language 6,
pages 179-186
4. Additional Reference Animated stories from
from Learning Video Clips Video clips, reading materials Charts, sentence strips reading the internet
Resource (Aesop’s fable) materials (youtube.,com)

B. Other Learning Pictures, real object Printed pictures of famous fairy pictures charts pictures
Resources tale characters
III. PROCEDURES
A. Reviewing previous Review of the different elements Read the selections below and Direction: Encircle the subject Drill: Reading Let us review the
lesson or presenting the of a story using local stories identify the central theme of it: and underline the predicate in downloaded Basic characters we had in our
new lesson (History of a local town hero) (English for All Times-Reading the following sentences: Sight Words two featured stories of
pages 54-55) 1. The woman shouted the week:
with joy upon seeing 1. The Tale of the
the baby. White Squash
2. The white squash is a (wife, husband,
magical fruit. baby)
3. The couple was 2. Protecting our
childless for a long Wildlife
time. (George, Dianne)
4. Both couple became
greedy when they saw
the gold.
5. The gold disappears
together with the
baby.
B. Establishing a purpose ASK: If you were given a chance Look for the pictures of some Motive Question: What are the things ASK: How must we treat
for the lesson to have a magical wish come famous fairy tale characters then 1. What is the status of that we need to people who are older
true, what is that thing that will in your own words describe each wildlife now? remember in oral than us?
make you happy? one of them. 2. In what way do people reading? Silent
reading?
endanger wildlife?
3. How is wildlife
protected?

1. Elsa 2. Pinocchio Original File Submitted and

Formatted by DepEd Club
Member - visit depedclub.com
for more
 3. Rapunzel 4. Sleeping beauty

C. Presenting examples/ Using the table each character Presenting a short story: Presenting a Presenting the
instances of the new Reading of a short story “The Tale in the story “The Tale of a White Protecting Our Wildlife selection “Protecting downloaded animated
lesson of the White Squash (pages 48- Squash” will be described and “Do you see those Our Wildlife” story featuring
55) analyzed. pictures?” asked George. 1. Class reading “politeness”
Chara Of course! They are the 2. Group “Let’s Respect Everyone”
bab
cteris wife husband green turtle, the Philippine reading
y
tics tamaraw, and the Palawan 3. Individual
age deer,” replied Diane. reading
gend “Maybe there will come a
er time when we can only see
race them in pictures. They have
Natio now decreased in number
nality because of irresponsible
attitu hunting,” explained George.
de “Yes, the wildlife 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 Comprehension Check-up: Discussion and Analysis: 1. Answering the motive Group Activity: Analysis and Discussion:
and practicing new skill Analysis and Discussion 1. “Squash is the only food questions. Group will be given 1. How can you
 #1 1. Who were the main that the couple eats every 2. Study the following a short story (a fable). describe Benny?
characters in the story? day.” From this sentences. The words Then they will monitor Clara?
2. What is so special about statement, tell the setting highlighted in yellow each of their 2. Why did people
the white squash? of the story and the are the subjects and member’s reading love Benny than
3. Did the couple source of income of the the words highlighted ability. Clara?
appreciate the people. in blue are verbs: 3. How did Clara
opportunity given to 2. What negative trait does a. An alligator looks like felt about it?
them? the couple possessed? a crocodile. 4. How did the
4. Explain: “Money is the 3. If we are to analyze the b. It is a ferocious dwarves reward
root of all evils”, was this couple’s characters, they animal. Benny? Clara?
saying shown in the were not as greedy as c. Pangolins live in the 5. What must we
story? they were when they are forests of Palawan. remember when
5. If you were the wife, still poor, what do you d. They eat ants and dealing with
would you do the same? think have changed their other insects. other people?
Why? behavior? e. They are endangered
4. What do you think will animals.
happen if the couple
became contented with
what they had?
5. What lesson did the story
taught us?

E. Discussing new concepts Study Skill Development Group Activity: Verbs in the present tense end To compute for the Politeness is a behavior
and practicing new skill Elicitation using graphic Watch the short story “Too Many in –s when the subject of the Speed Level use the that is considerate and
#2 organizer: Bananas” (Bookbox.com) then sentence is singular except formula below: respectful of other
1. What is the central idea analyze the following: when the subject is You and I. people.
or message that the 1. The setting of the story Verbs in the present tense use no. of words in the Give instances in the
author wants to convey? 2. Fill up the details of the the simple form when the passage /reading time story where the
2. How did the author characters: subject of the sentence is (seconds) X 60 characters show
develop the theme of a. Age plural and when the subject is politeness.
the story? b. Gender You and I. Intervening words example: Tactfulness- A
3. If you will be the main c. Race or expressions do not affect 131/80 seconds(60) tactful person is
character of the story d. Nationality the subject. =98 word per minute appropriate and sensitive,
how would you narrate e. attitude never rude or careless.
it? the narrator? The Direction: Underline the How did the dwarves
author? subject in each sentence. rewarded Benny’s
4. Did the author give Circle the verb in the tactfulness?
justice in making you as parentheses that agrees with
readers interested in the the subject.
story? 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 Group Activity: Direction: Read the story below Group Activity: Partnership Activity: Group Activity:
(Leads to Formative Watch the video of a story then fill up the information Direction: Write 5 sentences Pupils will be Make a 5-minute skit
Assessment) entitled “The elves and the needed below: showing ways on how you can given a story showing politeness and
shoemaker” (BookBox.com). take care of our wildlife. Apply to read. Then tactfulness.
A friend in need is a friend
Then accomplish the following: the subject-verb agreement in each of the
indeed.
1. Identify the theme of each sentence. partners will
the story. Once upon a time there lived a monitor
2. Retell the story as: lion in a forest. One day after a his/her
a. Peter Schumaker heavy meal. It was sleeping under partner’s
b. The narrator a tree. After a while, there came a reading
c. The author mouse and it started to play on speed.
the lion. Suddenly the lion got up
with anger and looked for those
who disturbed its nice sleep. Then
it saw a small mouse standing
trembling with fear. The lion
jumped on it and started to kill it.
The mouse requested the lion to
forgive it. The lion felt pity and left
it. The mouse ran away.
On another day, the lion was
caught in a net by a hunter. The
mouse came there and cut the
net. Thus it escaped. Thereafter,
the mouse and the lion became
friends. They lived happily in the
forest afterwards.
a. Where is the setting of
the story?
 b. Compare the lion’s
characteristics with that
of the mouse’s
characteristics.
G. Finding practical How can we have better If you ever you meet a new friend, Why is it important for us to How can we When must we practice
applications of concepts judgment of a story? Why is it how will you get to know the learn the proper subject-verb improve our reading politeness and
and skills in daily living important to have a better view person well? agreement? speed? tactfulness?
of a story told to us? How must we take
criticisms if we are not
that good in reading?

H. Making generalizations Theme refers to the central Characters refer to the people Verbs agree with the noun of What must be What can we get if we are
and abstractions about idea or message that the author involved in the story. They are pronoun subject of a sentence considered to polite and tactful at all
the lesson wants to convey to the readers. categorized as major and minor both in tense and in number. compute for the times?
Point of view is the angle of characters. We can get to know This is called subject-verb reading level?
vision from which a story is told, more of them if we analyzed them agreement.
the perspective or vantage point through their age, gender, race, Thus, if a subject is singular,
from which a writer views reality nationality, behavior and attitude. its verb must also be singular;
or conveys action or information. Setting includes two major parts, if a subject is plural,
There are four basic points of namely time and place. It gives the its verb must also be plural.
view which fall into two readers background about the
categories (first person and third story.
person):
I. Evaluating learning Read the short story below then Direction: Watch the story, “The Direction: Underline the Direction: Read the Direction: Put a check if
answer the questions that lazy Brahmin” (youtube.com). correct verb form for each selection below. the following situations
follows: Then analyze the following sentence. Compute for your own show politeness and cross
characters: 1. The owl usually (hunt, reading level. if not.
A Town Mouse and A Country
1. Brahmin hunts) its food at “The Lion and the ___1. Shiela is always
Mouse
2. Hermit night. Hare” using “Please” in asking
A Town Mouse and a Country 3. Wife 2. Owls (is, are) helpful for help.
Mouse were friends. The Country 4. Demon to mankind. ___2. Alex never
Mouse one day invited his friend 3. They (eat, eats)_ considers the feeling of
to come and see him at his home harmful rodents that his classmates in giving
in the fields. The Town Mouse roam in our gardens. opinions.
came and they sat down to a 4. That is why the owl ___3. Gina always wants
dinner of barleycorns and roots (has, have) been to be treated as the
the latter of which had a called the night leader of her friends.
distinctly earthy flavour. watchman of gardens. ___4. Cindy speaks in low
The flavor was not much to 5. Scientists (has, have) tone every time she
the taste of the guest and identified 145 species speaks with her parents.
presently he broke out with “My of owls. ____5. Candy always
poor dear friend, you live here no interrupts her talking
 better than the ants. Now, you grandmother to insert her
should just see how I fare! My reasons.
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: Watch your favorite Direction: Write the correct Practice reading at In a paragraph write how
application or using your own point of view, telenovela tonight, after that in a verb form for each sentence. home. Have a family do you practice
remediation retell the story. paragraph or two describe the (need) 1. Like all animals, all member monitor your politeness at home.
 main character of the story. kinds of fish ____ rest. reading speed.
(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.
IV. REMARKS
V. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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?