Grade 6 School: St.

Clare Collage Grade Level: VI

DAILY Teacher: Gamay, Clara Learning Area: English
LESSON And
LOG Reyes, Melanie
Teaching
Dates and
Time: Quarter: 1st
I. OBJECTIVES
A. Content 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
purposes
B. Performance The learner will be able to write personal experiences based on the
Standard story being viewed or read.
C. Learning Make connections between information viewed and personal experiences
Competencies (EN6VC-IVD-1A)
Write the LC code for each EN6VC-IVD-1A
II. CONTENT Make Connections Between Information Viewed and Personal
Experiences
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages Curriculum Guide
EN6VC-IVD-1A
2. Learner’s Materials English for You and Me 6 (Reading). 2011. pp 9-10.
Pages
3. Textbook Pages English for You and Me 6 (Reading). 2011. pp 9-10
4. Additional Materials PowerPoint, e-Board, Laptop, YouTube and Visual Aid.
from Learning
Resources (LR) Portal)
B. Other Learning English Quarter 1- Module 3: Make Connections Between Information
Resources Viewed and Personal Experiences
PROCEDURES
Preliminary Activities Greetings And Checking of attendance
Guess the Filipino values.
A. Review Previous
Lessons or presenting Student will learned about the values presented in VISUAL MEDIA.
the New Lesson
“Lets see if you are good in analyzing visual media.”

Each number contains a set of illustrations and jumbled letters.

Your task is to guess the Filipino values by arranging the jumbled letters given.
The illustrations serve as clues to the answer.
 Key Answer:
1. Faithfulness
2. Nationalism
3. Hospitality
4. Creativity
5. Positivity

B. Establishing purpose for Presenting New Lesson: Let’s try. Guess the word.
the Lesson CONNECTION
- It is a link, relationship, or bond between two or more things,
people, or concepts. It can describe how things are related,
interact, or work together.
Watch the video
“Trust yourself” short-animation film
(https://youtu.be/lieOQxR8yNs?si=VzZYs-12Kj_hHJx2)
1. What lessons from the video can you apply to your own life when
you’re facing a difficult situation?
2. Think about a time when you faced a challenge like the person in
the video. How did you come up with different ideas to overcome
it?
3. What does this video teach us about teamwork and supporting
others? How can you apply this lesson to situations you face in
school or with friends?
C. Presenting examples What is making connection?
/instances of the new refers to the process of linking new information or content to something
lessons the learner already knows or has experienced. Refers to the process of
linking new information or content to something the learner already
 knows or has experienced. It helps students understand and relate to the
material more deeply.

- past experience
- Emotion
- Knowledge

Are the keys for you be engage and hooked in reading. How? By using
your own experiences and prior knowledge, you can easily connect and
relate yourself.
With this, it would be easy for you to understand and enjoy reading.

There are three (3) ways in connecting your self in the information or text
that you viewed or read.

A.  Text-to-Self: Connecting what you read to your own life or personal

experiences.

B. Text-to-Text: Relating what you read to something else you’ve read,

like a book, movie, or article.

C. Text-to-World: Connecting what you read to something happening in

the real world, like current events or general knowledge.

D. Discussing new Group Activity:

concepts and practicing The group will pick one of the activity inside the box.
new skills #1. (group one 1) Make a scenario.

Connect to TEXT TO TEXT

“According to RA 10627
or the Anti-Bullying Act aims
to protect children enrolled in
kindergarten,elementary, and
Secondary schools.”

Connect to TEXT TO WORLD

According to the news, many
people are dying through
COVID-19, so better yet just
stay at home or protect
yourself by wearing shield and
face mask whenever going out
E. Discussing new Individual Activity:
concepts & practicing Try this one Make connection with the information in the picture from
and concern to new your own personal experience. If you can recall anything as you view
skills #2 write I CONNECT, but if you cannot recall anything write I CANNOT
CONNECT

BULLIED BY CLASSMATES

DEPRESSION

BROKEN FAMILY
F. Developing Mastery Class Activity:
(Leads to Formative
Assessment 3 Connection Circle with Cards

Materials:

A deck of cards (or paper cutouts in the shape of cards)

Instructions:

1. Preparation: Shuffle the deck of cards and place it in the center of the
circle.
2. Formation: Have the group stand or sit in a circle.
3. Starting the Activity: The first person draws a card from the deck.
Each card represents a different prompt or question related to
personal sharing.

list of prompts :

 "Share a favorite memory,"

 "Describe a goal you have," or

 "What is something you are proud of?"

4. Sharing: The person who drew the card answers the prompt, then
passes the deck to someone else in the circle.
5. Continuing the Circle: The next person draws a card and shares their
response to the prompt, then passes the deck along. Continue this
until everyone has had a chance to share.

Reflection: After everyone has shared, discuss as a group how the

prompts and sharing helped them learn more about each other and what
connections they discovered.
G. Finding Practical Practical applications:
Applications of
concepts and skills in Practice Reflection : After conversations or interactions, take a moment
 daily living
to reflect on what you learned. Consider how your understanding of
others’ experiences can influence your actions and interactions in the
future. This habit promotes continuous personal growth and deeper
connections.
H. Making Generalizations Identify whether it is a TEXT- TO- SELF, TEXT - TO - TEXT or TEXT - TO -
& Abstractions about WORLD write it on the blank.
the lessons
1. Connecting what you read to something happening in the real
world, like current events or general knowledge.

2. Connecting what you read to your own life or personal

experiences.

3. Relating what you read to something else you’ve read,

like a book, movie, or article.

I. Evaluating Learning Identifying Connections in Texts

Instructions:
Read the following lines from different short stories and news clips.
Identify whether each line represents a TEXT-TO-SELF, TEXT-TO-TEXT, OR
TEXT-TO-WORLD CONNECTION.

1. The couple had a son named Bayabas whose task was to take good care
of their three fat carabaos.
2. Once there was a boy who was so lazy, and his name was Juan Tamad.
3. ILOILO took its name from Irong-Irong, the old name of the city of Iloilo,
a tongue of land that sticks out like a nose on the south of Iloilo River.
4. The world was confronted with several pandemics before. This is the
first caused by a coronavirus.
5. Barangay officials strictly prohibit residents from going out of their
homes during Enhanced Community Quarantine.

Answers:
Text-to-text
Text-to-self
Text-to-world
Text-to-world
Text-to-world
J. Additional activities for Instructions:
application or Watch the Video:
remediation View the video titled “ACADEMIC PRESSURE”
(https://youtu.be/bk2uAs5NN60?si=8Py9PtNee8K_E7as)
Take notes on key points, themes, and any personal reactions you have
while watching.
 After watching the video, answer the following questions in your
notebook:
1) What are the main ideas presented in the video?
2) How does the video illustrate the importance of connections in our
lives?
3) Can you relate any of the concepts discussed in the video to your
own experiences or relationships? Provide specific examples.
4) What insights or lessons did you gain from the video about the value
of connections in both personal and broader contexts?
IV. REMARKS (90 % of the class passed the lesson.)
V. REFLECTION _______% of the pupils got 80% mastery.
A. No. of learners
who earned 80%
in the evaluation
B. No. of ______ Learners who require additional activities for remediation.
learners who
requires
additional
acts.for
remediation who
scored below
80%
C. Did the  YES
remedial lessons  NO ______ Learners who caught up the lesson.
work? No. of
learners who
caught up with
the lessons
D. No. of _______ Learners who continue to require remediation.
learners who
continue to
require
remediation
E. Which of my Strategies used that work well:
teaching
_____ Games
strategies
worked well? _____Discussion
Why did this
work? _____Case Method
_____ Lecture
_____ Group collaboration
_____ (TPS)
_____ Discovery Method
_____ Rereading of Paragraphs/Poems/Stories
_____ Differentiated Instruction
 _____ PPT
_____ Answering preliminary activities/exercises
Why?
_____ Complete IMs
_____ Availability of Materials
_____ Pupils’ eagerness to learn

F. What _____ Bullying among pupils

difficulties did I
_____ Pupils’ behavior/attitude
encounter which
my _____ Colorful Ims
principal/supervi
sor can help me _____ Reading Readiness
solve? _____ Additional Clerical works
_____ Lack of Interest of pupils

G. What Planned Innovations:

difficulties did I
_____ Localized Videos
encounter which
my _____ Local poetical composition _____ Flashcards
principal/supervi
sor can help me _____ Making use big books
solve? _____ Recycling of plastics to be used as Instructional Materials
Others: _________________________