School: DANSOLIHON ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: GIMAR F. TABIAN Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: OCTOBER 14-18, 2019 (WEEK 10) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learner…
A. Content Standards  demonstrates understanding of various verbal and non-verbal elements in orally communicating information
 demonstrates understanding of the oral standards of English in order to participate in various oral communication demands (situation, purpose and audience)
 demonstrates understanding that a change in stress-timed to support comprehension
 demonstrates understanding that a change in stress entails a change of meaning to evaluate the speaker’s/author’s purpose and meaning
 demonstrates command of the conventions of standard English grammar and usage when writing or speaking
 demonstrates understanding of different formats to write for a variety of audience and purposes
 expresses ideas effectively in formal and informal compositions to fulfill their own purpose in writing
 demonstrates understanding of non-verbal communication to communicate with others
 demonstrates understanding of verbal and non-verbal elements of communication to respond back

B. Performance Standards
C. Learning Competencies/ Objectives
Write the LC code for each
The learner…
 orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities
 reads with sufficient accuracy and fluency to support comprehension
 uses correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral or written)
 drafts texts using appropriate text types for a variety of audiences and purposes
 edits texts using appropriate text types for a variety of audiences and purposes
 rewrites/revises texts using appropriate text types for a variety of audiences and purposes
 publishes texts using appropriate text types for a variety of audiences and purposes
 applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the message
 uses a variety of strategies to provide appropriate feedback
EN6OL-IIi-6 EN6OL-IIi-6 EN6G-IIi-8.3 EN6G-IIi-8.3 EN6WC-IIi-1.8.2
React on the content of the React on the content of the EN6G-IIi-8.4 EN6G-IIi-8.4 EN6WC-IIi-1.8.1
material presented material presented Compose clear and coherent Compose clear and coherent EN6WC-IIi-1.8.3
sentences using appropriate sentences using appropriate Revise writing for clarity:
grammatical structures: grammatical structures: correct spelling, appropriate
EN6F-IIi-1.6 EN6F- EN6F-IIi-1.6 subordinate conjunctions subordinate conjunctions and punctuation marks, and
IIi-1.3 EN6F-IIi-1.7 EN6F-IIi-1.3 and coordinate conjunctions coordinate conjunctions transition signal words
Read grade level text with EN6F-IIi-1.7
accuracy, appropriate rate Read grade level text with EN6A-IIi-18
and proper expression accuracy, appropriate rate, EN6A-IIc-17 EN6A-IIc-17 Show openness to criticism
and proper expression Show tactfulness when Show tactfulness when
communicating with communicating with others
others

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts
and practicing new skills #1
EN6A-IIi-16
Observe politeness at all
times
Reacting on the content of
the materials presented
Do “Let’s Try This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day 1&2,
p. 2)
Read “Let’s Study This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day 1&2,
p. 3-4)
Answer “Let’s Talk About It”
Activity Sheet in English 6
(Quarter 2: Week 9-Day 1&2,
p. 5)
EN6A-IIi-16
Observe politeness at all
times
Reacting on the content of
the materials presented
Ask: How are you going to
react on the content of
materials presented?
Ask : What kind of materials
presented to you do you
often give reactions to?
Answer “Let’s Do More”
Task 3: News Report
Activity Sheet in English 6
(Quarter 2: Week 9-Day
1&2, p. 8)
Subordinate and
Coordinate Conjunctions
Activity Sheets in English 6
(Quarter 2:Week 9)
Read “Let’s Learn This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day
3&4,
Do
p. 1)“Let’s Try This”
Task 1: A Story to Read
Activity Sheet in English 6
(Quarter 2: Week 9-Day
3&4, p. 1-2)
Do “Let’s Try This”
Task 2: Chop, Chop
Activity Sheet in English 6
(Quarter 2: Week 9-Day
3&4,
Read
p. 3) “Let’s Study This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day
3&4, p. 3-5)
Subordinate and Coordinate
Conjunctions
Ask: What are the different
conjunctions that you’ve
learned?
Ask learners to recall the
FANBOYS and
AAAWWUUBBIIS.
Answer “Let’s Do This”
Task 4: A Recipe for A
Sentence
Activity Sheet in English 6
(Quarter 2: Week 9-Day 3&4,
p. 6)
Revising writing for clarity,
correct spelling, appropriate
punctuation marks, and
transition signal words
Do “Let’s Try This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day 5,
p. 2)
Read “Let’s Study This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day 5,
p. 2)
Do “Let’s Do This” Task 1
Say Something
Activity Sheet in English 6
(Quarter 2: Week 9-Day 5,
p. 5)
 E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads
to Formative Assessment
3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation
Answer “Let’s Do This” Task
1: Tell Me About It
Activity Sheets in English 6
(Quarter 2: Week 9-Day
1&2, p. 6)
Answer “Let’s Do More”
Task 2: Let’s Do It Together
Activity Sheet in English 6
(Quarter 2: Week 9-Day 1&2,
p. 7)
Ask: Why is it important to
give reactions?
Read “Let’s Remember
This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day 1&2,
p.9)
___ of Learners who earned 80% ___ of Learners who earned
above
___ of Learners who require
additional activities for
remediation
Answer “Let’s Test
Ourselves”
Task 4: Deal or No Deal
Activity Sheet in English 6
(Quarter 2: Week 9-Day
1&2, p.8 )
Ask learners to cite the
importance of giving
reactions.
Ask: What do we need to
remember in reacting to the
content of materials being
presented to us?
Answer Let’s Enrich
Ourselves
Task 6: You’ve Got Mail!
Activity Sheet in English 6
(Quarter 2: Week 9-Day
1&2 p. 8)
80% above
___ of Learners who require
additional activities for
remediation
Answer “Let’s Do This”
Task 3: Stick with You
Activity Sheet in English 6
(Quarter 2: Week 9-Day
3&4,
p. 5)
Answer “Let’s Enrich
Ourselves”
Task 5: Scissors, Scissors
Activity Sheet in English 6
(Quarter 2: Week 9-Day
1&2,
p.7 )
Read “Remember This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day
3&4,
p. 7)
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
Answer “Let’s Test
Ourselves”
Task 6: Picking Out
Activity Sheet in English 6
(Quarter 2: Week 9-Day 1&2,
p.7 )
Ask learners to cite the
importance of using
conjunctions.
Read “Remember This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day 3&4,
p. 7)
Ask learners to list down 5
sentences using coordinating
and subordinating
conjunctions.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
Answer “Let’s Do More” Tsk
2: Help!
Activity Sheet in English 6
(Quarter 2: Week 9-Day 5,
p. 7)
Answer “Let’s Test
Ourselves”
Task 4: Revision
Activity Sheet in English 6
(Quarter 2: Week 9-Day 5,
p. 7)
Read “Let’s Remember This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day 5,
p. 9)
Answer “Let’s Enrich
Ourselves”
Task 5: Watt?
Activity Sheet in English 6
(Quarter 2: Week 9-Day 5,
p. 9)
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
C. Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
No. of learners who have caught ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught up the
up with the lesson the lesson up the lesson up the lesson the lesson lesson
D. No. of learners who ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to
continue to require require remediation to require remediation to require remediation require remediation require remediation
E. Which
remediation
of my teaching strategies 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:
worked well? Why did these  ___Metacognitive  ___Metacognitive  ___Metacognitive  ___Metacognitive Development:  ___Metacognitive Development:
F. work?
What difficulties did I __ Bullying among
Development: pupils
Examples: Self __ Bullying among
Development: pupils Self __
Examples: Bullying among
Development: pupils Self __
Examples: Bullying Self
Examples: among pupils
assessments, note __ Bullying among
Examples: pupils
Self assessments, note
encounter which my __ Pupils’ behavior/attitude
assessments, note taking and __ Pupils’ behavior/attitude
assessments, note taking and __ Pupils’ behavior/attitude
assessments, note taking and __ Pupils’
taking andbehavior/attitude
studying techniques, __ Pupils’
taking andbehavior/attitude
studying techniques, and
principal or supervisor can __ Colorful IMs
studying techniques, and __ Colorful IMs
studying techniques, and __ Colorful IMs
studying techniques, and __
andColorful IMs assignments.
vocabulary __ Colorful assignments.
vocabulary IMs
help me
G. What solve? or localized
innovation __
PlannedUnavailable
vocabulary assignments.
Innovations: Technology Planned
__ Unavailable
vocabularyInnovations: Technology Planned
assignments. __ Unavailable
vocabulary Technology
assignments.
Innovations: __ Unavailable
 ___Bridging:
Planned Innovations: Technology
Examples: __
 ___Bridging:
Think- Planned Unavailable
Examples: Technology
Innovations: Think-pair-
materials did I use/discover  Equipment (AVR/LCD)
__Contextualized/Localized
___Bridging: Examples: Think- 
and Equipment
___Bridging: (AVR/LCD)
__Contextualized/Localized
Examples: 
and
Think- Equipment
___Bridging: (AVR/LCD)
__Contextualized/Localized
Examples: and
Think- Equipment (AVR/LCD)
__Contextualized/Localized
pair-share, quick-writes, and Equipment (AVR/LCD)
__Contextualized/Localized
share, quick-writes, and and
anticipatory
which I wish to share with __ Science/ IM’s
Indigenized
pair-share, Computer/
quick-writes, Internet __ Science/ IM’s
and Indigenized
pair-share, Computer/ Internet
quick-writes, __ Science/ IM’s
and Indigenized
pair-share, Computer/ Internet
quick-writes, __ Science/IM’s
and Indigenized
anticipatory Computer/ Internet Indigenized
charts. __ Science/ Computer/
charts. IM’s Internet Lab
Lab
__ Localized charts.
Videos Lab
__ Localized charts.
Videos Lab
__ Localized charts.
Videos LabLocalized Videos AdditionalVideos
Clerical works
other teachers? anticipatory anticipatory anticipatory  __ ___Schema-Building: Examples:  __ Localized
___Schema-Building: Examples:
__ Additional
Making Clerical
big works from __ Additional
books Making Clerical
big worksfrom __ Additional
books Making Clerical
big worksfrom __ Additional
books Making bigClerical
books works views __ Making big books from views of
from
 ___Schema-Building: Examples:  ___Schema-Building:  ___Schema-Building: Compare and contrast, jigsaw Compare and contrast, jigsaw
views
Compareof the locality
and contrast, jigsaw views of the locality
Examples: Compare and views of the locality
Examples: Compare and of the locality
learning, peer teaching, and the locality
learning, peer teaching, and projects.
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics
learning, peer teaching, and contrast, jigsaw learning, peer contrast, jigsaw learning, peer projects. to be __ Recycling of plastics to be __ Recycling of plastics to be used as
 ___Contextualization:
used as
projects.Instructional Materials used as Instructional
teaching, and projects. Materials used as Instructional
teaching, and projects. Materials used as Instructional Materials Instructional Materials
 ___Contextualization:
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition  Examples: Demonstrations,
__ local poetical composition media,
 ___Contextualization:  ___Contextualization:  ___Contextualization:  Examples: Demonstrations, manipulatives, repetition, and local
 Examples: Demonstrations,  Examples:  Examples:
Demonstrations, Demonstrations, media, manipulatives, repetition, opportunities.
media, manipulatives, media, manipulatives, media, manipulatives, and local opportunities.  ___Text Representation:
repetition, and local repetition, and local repetition, and local
 ___Text Representation:  Examples: Student created drawings,
opportunities. opportunities. opportunities.
 Examples: Student created videos, and games.
 ___Text Representation:  ___Text Representation:  ___Text Representation: drawings, videos, and games.  ___Modeling: Examples: Speaking
 Examples: Student created  Examples: Student created  Examples: Student created  ___Modeling: Examples: slowly and clearly, modeling the
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. Speaking slowly and clearly, language you want students to use,
 ___Modeling: Examples:  ___Modeling: Examples:  ___Modeling: Examples: modeling the language you want and providing samples of student
Speaking slowly and clearly, Speaking slowly and clearly, Speaking slowly and clearly, students to use, and providing work.
modeling the language you want modeling the language you modeling the language you samples of student work.  Other Techniques and Strategies
students to use, and providing want students to use, and want students to use, and Other Techniques and Strategies used:
samples of student work. providing samples of student providing samples of student used: ___ Explicit Teaching
 Other Techniques and work. work. ___ Explicit Teaching ___ Group collaboration
Strategies used:  Other Techniques 
and Other Techniques and ___ Group collaboration ___Gamification/Learning throuh
___ Explicit Teaching Strategies used: Strategies used: ___Gamification/Learning throuh play
___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching play ___ Answering preliminary
___Gamification/Learning ___ Group collaboration ___ Group collaboration ___ Answering preliminary activities/exercises
throuh play ___Gamification/Learning ___Gamification/Learning activities/exercises ___ Carousel
___ Answering preliminary throuh play throuh play ___ Carousel ___ Diads
activities/exercises ___ Answering preliminary ___ Answering preliminary ___ Diads ___ Rereading of
___ Carousel activities/exercises activities/exercises ___ Rereading of Paragraphs/Poems/Stories
___ Diads ___ Carousel ___ Carousel Paragraphs/Poems/Stories ___ Differentiated Instruction
___ Rereading of ___ Diads ___ Diads ___ Differentiated Instruction ___ Role Playing/Drama
Paragraphs/Poems/Stories ___ Rereading of ___ Rereading of ___ Role Playing/Drama ___ Discovery Method
___ Differentiated Instruction Paragraphs/Poems/Stories Paragraphs/Poems/Stories ___ Discovery Method ___ Lecture Method
___ Role Playing/Drama ___ Differentiated Instruction ___ Differentiated Instruction ___ Lecture Method Why?