School: SOUTHVILLE 5A ELEMNTARY SCHOOL
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
(Subject Matter)
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide/Pages
2.Learner’s Materials Pages
Grade Level: VI
Teacher: MA. DONNA V. MARQUEZ Learning Area: ENGLISH
Teaching Dates and
Time: March 5-9, 2018 (WEEK 8) Quarter: 4th QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
 Demonstrates understanding of various non-verbal elements in orally communicating information
 Demonstrates understanding that words are composed of different parts to know that their meaning changes depending in context
 Demonstrates understanding of verbal and non-verbal elements of communication to respond back
 Demonstrate understanding of the research process to write a variety of texts
 Demonstrates understanding that a change in stress entails a change of meaning to evaluate the speaker’s/author’s purpose and meaning
.
 Orally communicates information, opinions and ideas effectively to different audiences for a variety of purposes
 Uses strategies to decode correctly the meaning of words in isolation and in context
 Uses a variety of strategies to provide appropriate feedback
 Uses a variety of research strategies to effectively write a variety of texts for various audiences and purposes
 Uses knowledge of stress and intonation of speech to appropriately evaluate the speaker’s intention, purpose and meaning
Summarize the information from a Use appropriate graphic Use various types and kinds of Conduct short research projects Compose three-
text heard organizer in text read sentences for effective on a relevant issue paragraph persuasive
Inferring meaning of content-specific communication of essay on self-selected
terms using information/ideas Make connections between topic
-context clues (Compound-Complex information viewed and
-affixes and roots Sentence) personal experiences
-other strategies
EN6OL-IVg-3.6 EN6RC-IVg-2.15.2 EN6SS-IVg-1.10 EN6SS-IVg-2.3 EN6WC-IVg-2.2.11
ENGV-IVg-12.3.3 EN6VC-IVg-1.4
ENGV-IVg-12.4.1.3
EN6V-IVg-12.4.2.3
Clarifying meaning of text heard Graphic organizer Compound-Complex Sentence Used to influence viewers Composing paragraph
Inferring meaning of borrowed word Research projects Stereotypes, point of view ,
Context clues propaganda
Curriculum Guide pp 138 of227
3.Textbook Pages Essentials English 6 pp.372-373 Essentials English 6 pp.373--376 Essentials English 6 pp.378-379 Essentials English 6 pp. 376 Essentials English 6 p
380
4.Additional Materials from Learning
Resource(LR)portal
B. Other Learning Resources powerpoint Chart, worksheet powerpoint powerpoint Powerpoint
III. PROCEDURES
A. Reviewing previous lesson or presenting new Choose the best meaning of the What are the three
lesson underlined word. information viewed?

1. The first review on the Harry

Potter movie was favorable.
Many people attended and
enjoyed the movie. Some people
even saw the movie three times!

a. negative

b. uncertain

c. positive

d. clear
2. Her quiet, timid ways made us
guess at her true feelings about
the story because she kept her
ideas to herself and never spoke
in the class.

a. shy

b. boisterous

c. kind

d. seriously
3. He was found running down
the street after curfew, and his
parents were penalized. The
ticket read: "Illegally in the
streets at 1:00A.M." Now he
would have to pay the ticket with
his own money.

a. crooked

b. fined

B. Establishing a purpose for the lesson
What does the picture telling
about climate change.
c. delicate
d. informed
4. The woman crossed her fingers
as her daughter did the cheer.
She was hoping that everything
would work out for her daughter
as she vied for a position on the
squad. Her daughter wanted to
be a cheerleader.
a. shouted
b. enclosed
c. expanded
d. tried
5. The boy knew that the lake
was teeming, and overflowing
with bass, so he brought a big net
to help get the fish in the boat.
a. rare
b. enclave
c. full
d. sparse
Match column A with column B. Watched a video then write
These words are taken from the important information you
story we will read today. learned from the episode
A that you chose. Which part
1. Marvelous of the episode is related to
2. Brimming your personal experience.
3. Pedestal
4. Plucked
5. Furnace
6. ascended
B
a. to go up

C. Presenting examples/
instances of the new lesson
Listen to the continuation of the
text about climate change.
Summarize the information you
heard by answering the following
questions to help you identify the
key points.
 How do people cotirbute
to global warming?
b. one for melting metals
c. to pull quickly to remove
d. the base of a column or
position of someone
e. the top edge of a glass
f. extremely good
Read the story and find out if you
can tell who sacrificed more: the
prince or the swallow. ( this
summary of the story cause its
too long)
The fairytale begins with the
description of The Prince who
was on a high pole in the city. He
was beautiful and had two
sapphires instead of his eyes and
was covered in gold. He held a
sword in his arm and on the
handle there was a ruby.
It was hard to walk next to the
statue without looking at it. The
statue provoked admiration
because of the happiness and
beauty he was radiating. He
seemed as a wish that came true.
In the meantime, swallows began
their moving and a swallow fell
behind and fell in love with a
Reed. It was a true love which
started in spring and lasted the
whole summer. Even though the
swallow was being warned that
the Reed is poor he did not want
to abandon him.
When he realized that the Reed
wasn’t like him Swallow went far
away to see the magnificent
Pyramids. After a whole day of
flying, it began to be dark and the
Swallow found a place to sleep.
Then he saw the statue of The
Prince and settled in between his
feet.

At that moment, a drop of water

fell on him. It wouldn’t be a
strange thing it the weather was
bad, but it wasn’t so the little
swallow didn’t know where the
water came from. He realized
that the statue can’t protect him
he decided to fly away but then
he saw the teary eyes of The
Prince.

The little Swallow couldn’t quite

figure out why The Happy Prince
was sad and he explained to him
that he did not know about tears
when he was alive. The Prince
starts to talk about how he saw in
an alley a poor seamstress which
was making a dress while her ill
son was lying in bed. Because
they were poor the only help his
mother could provide him was
some water from the river.

The Prince asked Swallow to take

a ruby from his sword and give it
to the poor woman. The Swallow
said yes and he stayed another
night with the Prince. When he
came back he confessed that he
felt the warmth and the Prince
told him that it was because he
did a good deed.
The next night Swallow wanted
to go to Egypt but the Prince
asked him to stay another night.
The Swallow told him that he
should leave but then Prince told
him a story about a hungry boy
on an attic. Since he did not have
his ruby he told the Swallow to
take a sapphire and give it to the
boy and the other one to a poor
girl.

The Prince was completely blind

and the Swallow could not leave
him now and even though it was
getting colder and colder he
stayed with the Prince and told
him stories about Egypt. The
Prince asked him to fly over the
town and tell him what he will
see. After he came back he told
him that he saw a lot of poverty.
The Prince told him to take a leaf
of gold from his body and carry it
to the poor.

The Prince looked lifeless and

gray and the Swallow died
because of the cold. Since the
statue lost its beauty they
liquated him. His lead heart was
liquated so they threw it away
with the Swallow. God told his
angels than to bring him their
two favorite things from the city
and one angel brought him the
heart and the dead bird. God told
him that he did well and that the
birdy will sing while the Prince
will be celebrating him.
 D. Discussing new concepts and practicing new One way of knowing the meaning
skills #1 of difficult and unfamiliar words
is to look at the context in which
the word was found. Context
means the part of a sentence or
paragraph.
What is context clues?
CONTEXT CLUES are hints about
the meaning of the unfamiliar
word. The most common context
clues is the inference clues.
Inference clues are hints in the
context of the sentence or
paragraph that help you figure
out or infer the meaning of the
new word.
Answer the following questions:
1. Describe the experiences
of the prince when he
was still alive.
2. What realities did he
sees as his statue was
erected on top of a tall
column high above the
city?
3. How did he feel about
what he saw?
4. What sacrifices did the
happy prince make?
5. What sacrifice did the
little swallow offer?
6. Did the characters
deserve the ending of
the story? Why or why
not?

E. Discussing new concepts and practicing new Group Activity
skills #2 With your group mates, choose
one problem-solution in the story
that you can dramatize. Observe
accuracy, appropriate rate ,
proper expressions and correct
pronunciations. Present your
dramatization in class.
These conjunctions are also
known as FANBOYS:
F - For - reasons
A - And - addition / next action
N - Nor - not one or the other
B - But - contrasting and
unexpected results
O - Or - choices and conditions
Y - Yet - contrasting and
unexpected results
S - So - actions taken

F. Developing Mastery Read the sentences carefully.

(Lead to Formative Assessment) Use context clues to find the Compound Sentence Worksheet
meaning of the underlined word.
Choose the letter of the correct Use FANBOYS (for, and, nor, but,
answer. or, yet, so) to write one

1. So many were sick flu that
the health authorities
declared there was as
epidemic.
A. No incidence of the
disease.
B. Minor incidence of the
disease.
C. People died of the
disease.
D. D. widespread
incindence of the
disease.
compound sentence using the
two simple sentences.
1.Susan thinks she should stay
home and relax. She also thinks
she should go on vacation. - Show
additional information
2.The doctors looked at the x-
rays. They decided to operate on
the patient. - Show an action
taken based on a reason
3.We went out on the town. We
came home late. - Show a
sequence of events

2. The doctors found the

4.Jack flew to London to visit his
particular strain of the flu Uncle. He also wanted to visit the
pernicious. National Museum. - Show
a. Mild addition
b. Negligible
c. Deadly 5.It is sunny. It is very cold. -
d. Friendly Show a contrast
3. Children must receive flu
Rewrite the following sentences
shot.
using subordination rather than
a. An injection of medicine
coordination. Include a comma
b. The firing of a gun when a dependent statement
c. Stroke in certain games starts a sentence.
d. Distance to be traveled Example:
4. An old man refused to be The hair dryer was not working
inoculated. right, so I returned it to the store.
Answer:
a. Vaccinated
Because the hair dryer was not
b. Medicated working right, I returned it to the
c. Treated store.
d. Hospitalized
1. The teacher turned on
5. ”I ‘m afraid of needles!”,he the large window fan,
said. but the classroom
a. A [ointed instrument remained hot.
 with one hole at the end 2. The plumber repaired
for sewing. the water heater, so we
b. A pointer on a compass can take showers again.
c. A thin rod used in 3. I washed the sheets and
kniiting towels, and I scrubbed
d. A sharp thin hollow the bathroom floor.
tube used to put fluid
into the body. 4. You should go to a doctor,
for your chest cold may get
worse.

G. Finding practical application of concepts and Choose the letter of thecorret Combine each of the following
skills in daily living. answer. sets of simple sentences into
one complex sentence.
1. Many drivers are
perplexed at the odd- 1. The strike was going to be
called off. The leader told me that.
even scheme.
a. Bothered 2. We can succeed only by
combined effort. It goes without
b. Unhappy
saying.
c. Confused
3. He may become a member. I
don’t know.
2. Some bank robberies
were led by policeman 4. He is not educated. He is well
experienced.
or soldiers. People
erroneously believe men 5. I sank into the water. I felt great
confusion of thought. I cannot
in uniform should not be describe it.
trusted.
Answers
a. Wrongly
b. Correctly 1. The leader told me that the
strike was going to be called
c. Seriously off.
3. Lisa felt so melancholy 2. It goes without saying that we
can succeed only by combined
when her husband
effort.
worked abroad. She 3. I don’t know if he will become
always waits for his a member.
4. Though he is not educated,
letters and phone calls.
he is well experienced.
a. Happy 5. When I sank into the water I
b. Sad felt great confusion of
thought which I could not
c. Nervous explain.
4. Patricia looked
ridiculous when she
 dressed up in her
mother’s clothes.
a. Charming
b. Silly
c. Grow-up

5. Angeli learned about the

party for her birthday by
eavesdropping in her
sisters’ conversation.
a. Joining the
conversation
b. Listening secretly
c. Looking at signals

H. Making Generalization and Abstraction about What is inferences clues These conjunctions are also
the lesson used in context clues? known as FANBOYS:

F - For - reasons
A - And - addition / next action
N - Nor - not one or the other
B - But - contrasting and
unexpected results
O - Or - choices and conditions
Y - Yet - contrasting and
unexpected results
S - So - actions taken

Dependent Words after although,

though as because before even
though how

if, even if in order that since that,

so that unless until what,
whatever

when, whenever where,

wherever whether which,

I. Evaluating Learning Give the meaning of the
underlined word using context
clues. Choose the letter of the
correct answer.
1. An inquest showed flu
was the cause of the
death of the ten people.
a. Official investigation
b. Request for information
c. Official lawsuit
d. Series of question
2. Will an inoculation cause
excruciating pain?
a. Extreme
b. No
c. Little
d. Mild
3. The old man imposed so
much time on the
doctor.
a. Tricked
b. Affected strongly
c. Acted quickly
d. Made unfair demands
4. The doctor wheedled
the old man to get the
flu shot.
a. Forced
b. Coaxed
c. Asked
d. Threatened
5. The old man consented
to be inoculated.
a. Refused
b. Agreed
whichever while who whose
Use FANBOYS (for, and, nor, but,
or, yet, so) to write one
compound sentence using the
two simple sentences
1.Peter drove to visit his friend.
They went out for dinner. -
Show a sequence of events
2.Mary thinks she should go to
school. She wants to get
qualifications for a new
profession. - Provide a reason
3.Alan invested a lot of money in
the business. The business went
bankrupt. - Show an unexpected
result
4.Doug didn't understand the
homework assignment. He asked
the teacher for help. - Show an
action taken based on a reason
5.The students didn't prepare for
the test. They didn't realize how
important the test was. - Give a
reason
Use logical dependent words to
combine the following pairs of
simple sentences into two
complex sentences, and circle the
subordinating conjunction. Place
a comma after a dependent
statement when it starts the
sentence.
• I obtained a credit card.
• I began spending money
recklessly.
 c. Pleaded a. When I obtained a credit card,
d. demanded I began spending money
recklessly.
b. After I obtained a credit card,
I began spending money
recklessly.
c. I began spending money
recklessly after I obtained a credit
card.
• Alan dressed the turkey.
• His brother greased the roasting
pan.
a. Alan dressed the turkey while
his brother greased the roasting
pan.
b. While his brother greased the
roasting pan, Alan dressed the
turkey.
c. After Alan dressed the turkey,
his brother greased the roasting
pan.

1. - The instructor announced the

quiz.
- The glass groaned.
a._____________________
b,____________________
c.____________________
2. - Gene could not fit any more
groceries into his cart.
- He decided to go to the checkout
counter.
a.______________________
b.______________________
c._____________________
J. Additional Activities for
Application or Remediation
IV. REMARKS
V. REFLECTION
A. No. of learners earned
80% in the evaluation
B. Number of learners who
are required additional activities for remediation
who scored below 80%
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson
D. Number 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 help me solve?
G. What innovation or localized
materials/discover which I wish to share with other
teachers?