Grades 6 School SOUTHVILLE 5 ES -TIMBAO ANNEX Grade Level VI

DAILY LESSON LOG Teacher SHEENA MARIE T. UNIRA Learning Area ENGLISH
Teaching Dates and Time JANUARY 30, 2020 10:40-11:30am Quarter 4

I. OBJECTIVES
A. Content Standards Demonstrates understanding of text types for comprehension.
B. Performance Standards Identifies story perspective of text elements.

C. Learning Competencies/ Objectives
Write the LC code for each.
II. CONTENT/TOPIC
Knowledge: Summarize the information from a text heard, (ENGLC-IVf-2.23)
-Define what is a summary
-Create a summary from a given informational text
Skill: Perform the given tasks individually, by pair and by group following the given house
rules/standards/guidelines.
Attitude: Observe politeness at all times, (ENGA-IId-16)
Summarizing an Information From a Text Heard

II. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages English CG for Grade 6 page 138-139

2. Learner’s Materials pages

3. Textbook pages Essential English Work text 6 pages 356

4. Additional Materials from Learning Resource
(LR) portal
B. Other Learning Resources
Essential English Teacher’s Resource Material 6 pages 254-255
Pictures
Smart TV, laptop, power point presentation, activity cards, meta cards, cartolina, realia, video clip

Video clip-A Visit To The Farm

https://www.youtube.com/watch?v=yIVufl8FN0E

IV. PROCEDURES
A. Reviewing previous lesson or presenting the *Giving of Classroom Rules (shown on powerpoint presentation)
new lesson * The 5 P’s:
1. Be Positive
2. Be Productive
3. Be Polite
4. Be Prepared
5. Be ResPectful

1. Be kind, polite and courteous to others.

2. Keep your hands and feet to yourself.
3. Be respectful of classmates, teachers and property.
4. Listen to the teacher and classmates, and follow directions.
5. Work hard and always do your best.
6. Raise your hand when you would like to speak in class or if you need to leave the classroom for any
reason.

*Review: What is an Informational Text?

-Show through power point presentation.

*Unlocking of Difficulties:
--What is a summary?
(Power Point Presentation)

*Identify the meaning of the underlined words from the choices given:
1. The country’s climate is ideal for growing grapes.
2. An ecosystem is comprised of all the non-living elements and living species in a specific local
environment.
3. Corn production is a large part of the agricultural industry in Cebu.
4. The flowers depend on bees for pollination.
5. Irrigation provides water to plants.

-the watering of land by artificial means to foster plant

growth and production.
-the transfer of pollen from a male part of a plant to a
female part of a plant
-the process of making or growing something for sale
or use
-the complex of a community of organisms and its

B. Establishing a purpose for the
lesson/Motivation/Motive Questions
C. Presenting examples/instances of the new
lesson
environment functioning as an ecological unit
-the usual weather conditions in a particular place or
Region
*Ask: Who has a farm? Have you visited a farm? What can you see in the farm?
*Show a video clip entitled, “A Visit To The Farm”.
https://www.youtube.com/watch?v=yIVufl8FN0E
I have here a video clip showing how a good climate contributes to healthy production of animals and plants in
the farm. Take note of the key points so we can give a summary at the end.
Ask: What do you see in the video?
Are the animals and plants healthy? Why?
Why is it important to have healthy plants and animals?
Do you think there are enough food for the farmer’s
family? Why?
Do they need to buy food from the market? Why?
Who can save more money, the one with a farm or the
one without a farm? Why?
What food do you think is healthier to eat, the one you
grow or the one you buy from the market? Why?
What do you think is the climate of the place? Is it
hot/dry or rainy/wet? Too hot/too rainy? Or just
moderate?
What do you think will happen to the farmer’s farm if
the climate is not favourable for his plants and
animals?
What will happen to his farm if the climate is too hot or
too wet?
What is the video about? Who will try to give the
summary of the video?
*Show a picture of a farm destroyed by a drought or a storm.
Ask:
-What will happen to the plants and animals in a long
dry season or El Niño? What will happen to the plants
and animals in a long rainy season or La Niña?
-What could be the solution of this kind of problem?
-In what way does the government help in coping with
this kind of climate? Are there government programs
and projects that provide answers and solutions to
these problems?
-Why is there a need to prevent climate change? Why do
all living things need to adopt to climate change?
-What title can you give to these pictures?
-Giving the title is one way of summarizing the main
idea of the information given.

*Present pictures of climate change in slides.

Ask: How does climate change affect plants? Animals? People? Food production? On availability of water?
Health?

D. Discussing new concepts and practicing new
skills #1
Ask: How will you summarize the information given through these pictures? Can you give a title to these
pictures or a sentence?
*Presenting the informational text through power point.
*We have tried giving summaries to information through pictures and videos; now let us go to the main lesson
which is giving a summary to the informational text heard.
*Listen carefully, I will read to you an informational text about climate change. Be ready to give the
summary of the text.
 Climate includes patterns of temperature, precipitation, humidity, wind, and seasons.
Climate change affects more than just a change in the weather; it refers to seasonal changes over a long period
of time. These climate patterns play a fundamental role in shaping natural ecosystems, and the human
economies and cultures that depend on them. Because so many systems are tied to climate, a change in
climate can affect many related aspects of where and how people, plants and animals live, such as food
production, availability and use of water, and health risks. For example, a change in the usual timing of rains or
temperatures can affect when plants bloom and set fruit, when insects hatch or when streams are at their
fullest. This can affect historically synchronized pollination of crops, food for migrating birds, spawning of fish,
water supplies for drinking and irrigation, forest health and more.

*Noting the significant details of the informational text .

*Giving the summary of the selection heard.

1. What is the selection about?

2. In your own words, what is climate change?
3. Base on the information given, what are the effects of climate change?
4. How does climate change affect plants? people? Animals? Food production? Health?
5. How can you as an individual adopt to climate change?
6. Why does climate change happen?
7. How are we, people including all living things survive from climate change?
8. What can you do as individual to control climate change?
9. What is the summary of the selection?

E. Discussing new concepts and practicing new *Independent Practice:

skills #2
*Listen to your teacher as he/she reads the following passage and then answer the question.

*Special Reminders:
Be polite by listening attentively to the teacher during the independent practice.

*Cats are affectionate, cuddly, and independent. Unlike dogs, cats can stay on their own if you go away
overnight. They do not need to be walked, and can monitor their own food so they don’t overeat. Also, cats do
not bark, so your neighbors won’t have any noise to complain about. If someone wants to have a pet, a cat is a
great choice!
Ask: Do you have pets at home? Do you take care of your pets? Why?

The Summary of this passage is:

 A. Cats are independent.
B. Dogs are a lot of work.
C. Cats are great pets.
D. Pets are hard work.

*Julie watched the ants as they carried small crumbs down the trail to the anthill. She thinks ants are very hard
working and industrious little creatures. They always seemed busy, and you never saw an ant just laying around
doing nothing. They were carrying food, building tunnels, or defending the anthill. One thing you could say
about ants is that they sure aren't lazy.

Ask: How will you describe of the ants? Do you like the ants? Why?

The Summary of this passage is:

A. Ants carry many things.
B. Some ants may bite you.
C. Ants are hard workers.
D. Some ants help take care of the queen.

F. Developing mastery (leads to Formative Guided Practice

Assessment 3) Pair Share:
(Give activity sheets for each partner for them to read
and answer.)
Listen to your partner as he/she reads the
informational text and then answer the question.

Special Reminders:
Be polite by listening attentively with each other during the pair share activity.

1. Many people buy lottery tickets, but not many win. Even fewer give away their prize. Paul Dela Cruz, a
fast food assistant manager, won Ph 5,000,000.00 in the state lottery and decided to give the money to
a charity that adopts homeless and abandoned children. The charity director could not believe Paul’s
generosity. Paul didn’t think it was any big deal. “The kids need it more than I do,” he said.

The Summary of this passage is:

A. The state lottery
B. The dangers of gambling
C. One man’s generosity

G. Finding practical applications of concepts and
skills in daily living
D. Pick the winning number
2. Lester was lost. He didn’t know where he was, or how to get where he was going. He had left the
directions at home and he didn’t have a map. Now, he was in a strange neighborhood and he was
confused. If he could find a familiar landmark, he might figure things out.
The Summary of this passage is:
A. Wanting a map
B. Lester was lost
C. Getting directions
D. On his way to the party
*Checking of answers:
*There are 18 pairs,
in passage # 1, how many answered letter A? B? C? D?
-the correct answer is letter C
in passage # 2, how many answered letter A? B? C? D?
-the correct answer is letter B
*Differentiated Activity in four groups with 9 to 10 members, each group will have a leader.
House Rules/Standards/Guidelines:
(Follow the mnemonic/memory device.)
G- Give thoughtful feedback
R- Respect others & their thoughts
O- On task all the time
U- Use soft voices
P- Participate actively
S- Stay with your group
Rubrics in Participation/Group Activities:
POINTS INDICATORS
5 -Shows eagerness and cooperation to do the
task, participate actively, do great help to the
group
4 -Shows eagerness and cooperation to do the
task, good followers only
3 -Participated but late, with teacher’s supervision
2 -Activity was done but does not show eagerness
 to participate or cooperate
1 -No interest in participating the activities

Special Reminders to pupils before doing the activity:

1. Be polite by listening attentively with each other during group activity.
2. Group planning and sharing is 10 minutes only while group presentation is 2 minutes or less.

Group 1-Read the selection, then decide among members what to DRAW to show the summary of the
informational text given. Use the materials provided in the activity. Publish when done and explain your
presentation.

Group 2- Read the selection, then decide among members what actions to PLAY to show the summary of the
informational text given.

Group 3- Read the selection, then decide among members what TITLE can best summarize the informational
text given. Write the title in manuscript form observing correct capitalization on the meta cards provided, and
then publish.

Group 4- Read the selection, then decide among members what SENTENCE can best summarize the
informational text read. Write it on a correct cursive writing on the meta cards provided, and then publish.

*It started when they got to the bears. Peter felt tired and his stomach hurt. He dragged himself over to see
the elephants, which were eating from a stack of hay. Normally, the elephants were his favorite. Without much
interest, Peter followed his classmates to the camels, which were busy swatting flies with their tails. Peter
knew he should be having fun at the zoo, but he just felt terrible and all he wanted to do was lie down and
rest. Even the lions and tigers did not interest him now.

Rubrics in Participation/Group Activities:

POINTS INDICATORS
5 -Shows eagerness and cooperation to do the
task, participate actively, do great help to the
group
4 -Shows eagerness and cooperation to do the
task, good followers only
3 -Participated but late, with teacher’s supervision
2 -Activity was done but does not show eagerness
to participate or cooperate
1 -No interest in participating the activities
 Group Presentations
- not to exceed 2 minutes for each group presentation

(Learners are given utmost recognition in the task they are presented.)

H. Making generalizations and abstractions about Ask:

the lesson 1. What is a summary?
2. How do we summarize an informational text heard?
3. Did you follow the given house rules when performing the task given to you?
4. Did you show politeness by listening attentively with your partner and your teacher during the
individual activity, pair share activity and group activity? Why is politeness important?
I. Evaluating learning Evaluation:
Direction: Listen to your teacher as he/she reads the following passage and then answer the question.

Tomorrow is Jill's birthday. She is excited because she gets to pick where she will eat dinner. Will it be Mexican
food at the Big Enchilada House? Or will it be fried chicken at the Chicken Shack, or a big cheeseburger at Al's
Hamburger Palace. She just couldn't decide. Then there was always the Pizza Shop with that great pepperoni
pizza. How would she ever decide? Maybe she would just flip a coin.

1. The Summary of this passage is:

A. Jill has many restaurants to choose from for her birthday.
B. Jill loves Mexican food.
C. The Pizza Shop has the best pizza in town.
D. Jill will choose a place by flipping a coin

For the walls, Jenny thought she would use a bright yellow paint. She would pick a border that had mostly
bright red and green colors, and maybe a little bit of blue. She already had found some curtains that were sky
blue with streaks of red, blue and yellow that she thought would go great with the walls. And finally, she had
picked a carpet that was mostly blue with specks of red and yellow. Jenny couldn't wait till she was done
decorating her room. It was really going to look awesome.

2. The Summary of this passage is:

A. Jenny likes bright colors.
B. Jenny was going to paint her room.
C. Jenny was picking out colors and materials to decorate her room.
D. Yellow is a good color to paint your walls.
 Right now Jason was playing right field. He really wanted to play third base. Earlier this year, coach had put him
in left field and second base in a game, but never at third base. Once in practice, coach let him play third base,
but he kept missing ground balls. When he did stop one, he made a bad throw to first base. Maybe if he kept
practicing, Jason would be good enough to play third base. That was his dream.

3. The Summary of this passage is:

A. Jason really wanted to play third base.
B. Jason was the best player on his team.
C. Jason had trouble catching ground balls.
D. Jason was too lazy to practice.

The first book Chris read in fifth grade was about a lost kitten. Then he read a book about a family of bears, and
then he read about a wild kangaroo in Australia. It seems every book Chris reads is about animals. Last week
he found a good book about snakes and reptiles, and another book about elephants. Today Chris went to the
library, and he checked out a book about dolphins, whales and other animals that live in the sea.

4. The Summary of this passage is:

A. Chris likes kangaroos.
B. Chris is in the fifth grade.
C. Chris reads a lot of books about animals.
D. Dolphins and whales live in the sea.

*Checking of answer sheets, monitoring the scores and submission of papers for recording is done right
away after the test to interpret the result of the learners’ progress.
J. Additional activities for application or Assignment:
remediation Look for a passage and then write your own summary of it in a sheet of paper. Be able to share/read the
passage and the summary in class tomorrow.
V. REMARKS
VI. REFLECTION

A. No. of learners who earned 80% in the

evaluation
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?

Prepared by:

EVA M. CORVERA
Master Teacher 2
Maya ES, Daanbantayan II
Cebu Province

It started when they got to the bears. Peter felt tired and his stomach hurt. He dragged himself over to see the elephants, which were eating from a stack of hay. Normally,
the elephants were his favorite. Without much interest, Peter followed his classmates to the camels, which were busy swatting flies with their tails. Peter knew he should be
having fun at the zoo, but he just felt terrible and all he wanted to do was lie down and rest. Even the lions and tigers did not interest him now.

Summarize this passage:

A. Peter's favorite animals were the elephants.
B. The camels were swatting flies with their tails.
C. It was really hot at the zoo.
D. Peter didn't enjoy the zoo because he felt really bad.

To summarize, you must listen to a passage closely, finding the main ideas and supporting ideas. Then you must briefly write down those ideas in phrases, or one or
more sentences.
(Climate change refers to extreme wet and extreme dry weather or climate that could result to imbalance of the ecosystem.)