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School:

GRADES 1 to 12
DAILY LESSON LOG

Teacher:
Teaching Dates
and Time:

Monday

Grade Level:
Learning
Area:

DECEMBER 12 16, 2016 (WEEK 6)

Tuesday

Wednesday

Quarter:

Thursday

VI
ENGLISH
3RD QUARTER
Friday

I. OBJECTIVES
Content Standards
Performance
Standards
Learning
Competencies/Objecti
ves

II. CONTENT
LEARNING
RESOURCES
References
Teachers Guides
Learners Material
pages

Infer the mood of


certain
events
through the speakers
actions/
intentions/utterances
Make inferences

Identify adverbs in a
sentence/ paragraph.

Use the degree of


comparison of adverbs

Differentiate adjective
from adverbs

PELC Listening 8.1


English for You & MeReading
pp.155-160

PELC Speaking 10
English for You & MeLanguage
pp. 133-137

PELC Speaking 10.1


English for You & MeLanguage
pp. 146-149

PELC Speaking 10.2


English for You & MeLanguage
pp. 138-143

PELC Writing 10.3


English for You & MeReading
pp.

Strips of paper, pictures

Chart, worksheets

Chart, worksheets

Chart, worksheets

Chart, worksheets

1. Spelling drill # 1
2. Say: Why do you
think God allowed us to
be in this world?
(The teacher will be
expecting the word
mission from the

Spelling dril1l # 2

Spelling drill # 3

Spelling drill # 4

Spelling drill # 5 (All


words)

Use Adverbs

Organize ones
thoughts in
writing resume
Organize ones
thoughts in
writing

Textbook Pages
Additional Reference
from Learning
Resource
Other Learning
Resources

III. PROCEDURES
Reviewing previous
lesson or presenting
the new lesson

Establishing a purpose
for the lesson

pupils)
Flash different kinds of
people like soldiers,
heroes, teachers, and
doctors etc. and allow
the pupils express their
own ideas about these
people.

Ask the pupils to read


group of words on the
board.

Group the pupils into 8


and ask them to list 3
verbs, adjectives or
verbs then think of an
adverb which is suited
to them. Write their
phrases on metacards.

Flash the words using


metacards.

Group the pupils into 8,


give the strips of paper
and let them rearrange
the jumbled letters to
form the word; resume.

Allow the pupils to


recognize ADVERBS
from the sentences
written on the strips
of cartolina.
Talk about words that
describe verbs,
adjectives and
adverbs.

Have the pupils post


their outputs on the
board and ask them to
read their work.

Let the pupils use one


word to describe noun
and the same word to
modify an action.

Show a sample of
resume

Discuss degree of
comparison of adverbs

Discuss how a word


becomes adjective and
how it becomes adverbs.

Allow the pupils


complete the
information being asked
in the chart.

Have the pupils


answer activities from
the chart.

Have the pupils answer


activities from the chart.

Give another example.


Discuss further.

Discuss what is resume.

Flash the strips of paper


with utterances from the
story and allow the
pupils recognize the
mood expressed by
each character.
Say: It is very important
that we are cautious of
what people around us
feel and mood based
from their actions,
intentions or utterances.
What is inferring of
mood?

Direction: Pick out the


adverb in each
sentence.

Direction. Compare the


following given words
using adverbs.

Direction. Tell if the word


is used as an adjective
or as an adverb.

Answer the resume in


the chart.

Direction: Read the


following sentences.
Fill in the blanks with
the correct adverbs.

Direction: Complete the


sentences in the
worksheets by using the
correct degree of
adverbs.
.
How adverbs are used
to compare verbs,
adjectives and adverbs.

Direction: Accomplish
the worksheets in your
group.

Everyone must be
honest in giving
personal information
when writing a resume.

When a word becomes


adjective? When it
becomes an adverb?

Directions: Identify the


mood being expressed

Directions: Underline
the adverb and draw

Directions: Choose the


correct degree of

Directions: Identify if the


underlined word is used

What are the important


thing to remember
when we are writing a
resume?
Directions: Complete
the details in the

Presenting
examples/instances of
the new lesson

As you listen to the


story, try to note the
different moods of each
character.

Discussing new
concepts and
practicing new skill
#1

Read to the class the


story, My Hero
Reading pp. 155-157
after unlocking of words
on p. 158-159
Answer the
comprehension check. P.
159

Discussing new
concepts and
practicing new skill
#2
Developing mastery
(Leads to Formative
Assessment)

Finding practical
applications of
concepts and skills in
daily living
Making
generalizations and
abstractions about the
lesson
Evaluating learning

What do adverb
modifies?

by each of the following


characters. ( See the
teachers chart)
Additional activities
for application or
remediation

IV. REMARKS

V. REFLECTION
No. of learners who
earned 80% on the
formative assessment
No. of learners who
require additional
activities for
remediation
Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked

For those pupils who got


74% and below, the
teacher has prepared
activity that will make
the pupils understand
the concept of the
lesson

an arrow to the word


it modifies in each
sentence.
See chart.
For those pupils who
got 74% and below,
the teacher has
prepared activity that
will make the pupils
understand the
concept of the lesson

comparison of adverbs.

as an adjective or as
adverb.

worksheet.

For those pupils who got


74% and below, the
teacher has prepared
activity that will make
the pupils understand
the concept of the
lesson

For those pupils who got


74% and below, the
teacher has prepared
activity that will make
the pupils understand
the concept of the lesson

For those pupils who


got 74% and below, the
teacher has prepared
activity that will make
the pupils understand
the concept of the
lesson

well? Why did these


work?
What difficulties did I
encounter which my
principal or supervisor
can help me solve?
What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?