Grades 1 -12 SCHOOL BIAK NA BATO E/S Grade Level Six

DAILY LESSON TEACHER LEONORA F. BALTAZAR Learning Area English

PLAN DATE Week 4 Day 4 Quarter SECOND
 I. OBJECTIVES

The learner demonstrates…

 understanding of text types to listen for different purposes from a variety of texts
 understanding of various non-verbal elements in orally communicating information
 understanding that reading a wide range of texts provides pleasure and avenue for
self-expression and personal development
 understanding of non-verbal communication to communicate with others
A. Content  command of the conventions of standard English grammar and usage when writing
Standards or speaking
 understanding that words are composed of different parts to know that their
meaning changes depending in context
 understanding of library skills to research a variety of topics
 demonstrates understanding of the various forms and conventions materials to
critically analyze the meaning constructed in print, non-print, and digital materials
 express ideas effectively in formal and informal composition to fulfill their own
purposes for writing.

 uses literal information from texts heard to construct an appropriate feedback

 orally communicates information, opinions, and ideas effectively to different
audiences using variety of literary activities.
 uses knowledge of text types to correctly distinguish literary from informational
texts
 reads with sufficient accuracy and fluency to support comprehension
 uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in
B. Performance
general and their functions in various discourse (oral and written)
Standards
 uses strategies to decode correctly the meaning of words in isolation and in context
 utilizes discrete techniques (general or specific) and applies them appropriately to
all or most fields of study
 evaluates effectively the message constructed and conveyed in various viewing
texts
 applies knowledge of non-verbal skills to respectfully give the speaker undivided
attention and acknowledge the message
 rewrites/revises texts using appropriate text types for a variety of audiences and
purposes

EN6V-IId-12.3.3
C. Learning EN6V-IId-12.4.1.3
Competencies / EN6V-IId-12.4.2.3
Objectives Infer meaning of borrowed words and content specific terms using
Write the LC code -context clue
for each -affixes and roots
other strategies
(Literary terms)
Vocabulary Development Through Context Clues and Affixes and Roots
II. CONTENT

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional Activity Sheet in English 6
Materials from (Quarter 2: Week 4)
Learning
Resource
(LR)portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing What was our lesson yesterday?
previous lesson or
presenting the new
lesson
Study the following sentences. Draw your attention to the word in bold letters.
1. The mountain pass was a tortuous road, winding and twisting like a snake around the
B. Establishing a trees of the mountainside.
purpose for the 2. Flooded with spotlight – the focus of all attention – the new Miss Philippines began her
lesson year long reign. She was the cynosure of all eyes for the rest of the evening.
 What could be the meaning of tortuous and cynosure in these sentences?
 What references do you use to unlock those words?
C. Presenting What do readers do when they don’t know the meaning of a word?
examples/ instances It is often useful to look at what comes before and after that word. The surrounding words
of the new lesson can give readers helpful context clues about the meaning and structure of the new word, as
well as how it is used.
A. Infer Meaning of words through Context Clues
1. Definition/explanation
The idea: Look for a definition or an explanation within the sentence.
• Discrimination or unfairly targeting one or more groups by those who perceive
themselves to be superior can cause distress. • Vulnerable people are oftentimes in need of
protection under certain laws so others
cannot take advantage of them.
2. Synonym
The idea: Words next to the unknown word can be a clue that there is a synonym.
EN6Q2W4D4
Page 2 of 9

• Discrimination or bias can cause distress toward the targeted group. • When people know
they are vulnerable or defenseless, they tend to protect
themselves to avoid harm.
3. Example
The idea: Providing examples of the unknown word can give readers a clue to meaning.
• Like shunning smokers in restaurants by making them satisfy their habit outside,
discrimination targets a perceived undesirable group. • Vulnerable people, such as young
children, the elderly, or handicapped individuals,
might have protections under certain laws.
4. Antonym/contrast
The idea: opposite information about the unknown word can be offset by words
and phrases such as unlike, as opposed to, different from.
• Discrimination, as opposed to fairness for all people, can have damaging effects on a
targeted group. • Vulnerable people, unlike those who can stand up for themselves, tend to
be the target of unethical or dangerous individuals.
5. Analogy
The idea: Comparisons of the word help to determine what it means.
• The ill effects of discrimination are like hateful, wicked tendrils gripping the heart. •
Vulnerable people can be like fragile glass in need of care and attention.
B. Infer Meaning through Affixes (Prefix and suffix) and Roots
Word Parts
The idea: Break down the different parts of a word—base word (word stem or root word),
prefixes, and suffixes—to figure out what it means. Some words have a prefix only (reread),
a suffix only (reading), both a prefix and a suffix (pre-reading), a combination
(unreadableness), or neither (read).
Discrimination
Dis-: not, opposite of, reverse, deprive of; apart, away
crimin: verdict, judicial decision; judgment
tion: indicates the word is a noun EN6Q2W4D4
Page 3 of 9

Affixes are parts of words that can be added to words to change the meaning. When they
affix 'un' to the word 'real' = 'unreal.' Affixes can be added to words or roots. If affixes are
added at the beginning, they are called prefixes. If they are added at the end of a word, they
are called suffixes.
 Study the examples of common prefixes, suffixes and roots.
PREFIXES

PREFIXES DEFINITION EXAMPLE

mis- Mistaken or wrong Misuse, misunderstand, misprint
bi- two Bicycle, biannual, bicentennial
un- not unhappy, unfair, untangle
il- not illegal, illegible, illiterate
re- again replay, replace, rebound
dis- not disappear, disobey, disapprove
im-, in- not, having a negative impatient, immeasurable, inability,
force inexpensive
inter between Intercept, interview, interstate
trans across transformation
change transportation
through transfer
super above on superfine
top of superhuman
beyond supersonic

SUFFIXES
SUFFIX DEFINITION EXAMPLE
-ful full of or containing a lot Beautiful, wonderful, careful
-er, -or a person who teacher, actor, player
-ment description of a condition Payment, argument, amusement
-ness a condition illness, madness, baldness
-ly ddescription of a condition, in badly, icily, lonely
what manner
-ion, -tion, state of being or condition – revolution, relation,
-ation, -ition* makes verbs into nouns completion, starvation

ROOTS
ROOTS MEANING EXAMPLE
astro stars, heaven, space astronomy, astrological,
asteroid, asterisk, astronaut
geo earth geology, geologist
min little, small miniscule, minority, minute
opt eye optical, optometrist
ped/pod foot pedestrian, podiatrist,
pedicure
tele far off, distant telegraph, teleport, telephone,
television
tract to pull tractor, extract, attract,
subtract
vac to be empty vacuum, evacuate, vacant

Watch the video of prefixes. (see ppt)

 Write a prefix or suffix to complete the sentence. Use re-, -ful, un-, -ly.
Example: I find it incredible that he wasn't nominated.
1. They're perfect___ capable of managing on their own.
D. Discussing new 2. I always feel slightly ____easy until I know they're
concepts safely home.
and practicing new 3. Oliver felt rather doubt___ about having such a
skills friend.
#1 4. I felt ___stored after my weekend away.
5. Researchers ____covered a new genetic link to the
causes of the disease.
 Read each sentence and determine the meaning of the word using context clues. Then,
explain what type of clues in the sentence helped you determine the word meaning.

Example:
The boy acted in a humane way when taking care of the lost dog.
The word humane means caring.
a. hurtful b. caring c. mean d. bad

What type of clues helped you determine the meaning? Explanation

1. I asked if I could go to Jacky's party, and Mom said she would have to give it some
consideration before she gave me an answer.
The word consideration means _______________.
a. paint b. thought c. flame d. mistake

What type of clues helped you determine the meaning? ______________

2. Though Samantha's test was partially done, she received a low grade because it was not
complete.
The word partially means __________________.
a. badly b. finally c. completely d. incomplete
What type of clues helped you determine the meaning?__________________
E. Discussing new 3. Although the princess is familiar to those in London, she is unknown to the rest of the
concepts and world.
practicing new The word familiar in this sentence means _____________________.
skills#2 a. pretty b. smart c. old d. well-known

What type of clues helped you determine the meaning?__________________

4. The buoyant raft floated on the water like a feather.

The word buoyant means _____________________.
a. floatable b. heavy c. hard d. pretty

What type of clues helped you determine the meaning?__________________

5. Psychologists have conducted research on altruism, which can be defined as "putting the
needs and welfare of others above one's own needs and well-being."
a. psychologists who conduct research
b. research conducted by psychologists
c. putting the needs and welfare of others above one's own
needs and well-being
d. conduct research to solve a problem.

What type of clues helped you to determine the meaning?__________________

Reference:
Accessed on June 25, 2017
https://www.edhelper.com/language/Context_Clues.htm
(CTTO)
F. Developing
mastery (Leads to
Formative
Assessment 3)
G. Finding practical Ask: In what real life situations can we use context clues?
applications of
concepts and skills in
daily living

H. Making Read:
generalizations and Let’s Remember This
abstractions about Context clues are hints that the author gives to help define a difficult or unfamiliar word.
the lesson The clue may appear within the same sentence as the word which it refers, or it may follow
 in a preceding sentence.
Skill in using context clues enables a reader to comprehend advanced texts.
Reference:
Accessed on June 26, 2017
https://www.slideshare.net/JoeyMarieAnhaw/context-clues-16423877
(CTTO)
I. Evaluating Test Yourselves:
learning Can You Unlock the Words Out?
A word in each sentence below is underlined. Choose the word from the choices that has its
similar meaning. Use the context clues in each sentence to help you choose the similar
meaning of the underlined word.

1. The movie star’s large and beautiful home was palatial.

A. ugly B. tiny C. for dogs D. like a palace
2. At the restaurant we were offered a variety of beverages, like milk and ice tea.
A. bread B. silverware C. drinks D. menus

3. Slavery was abolished in the U.S. after the Civil War.

A. outlawed B. exchanged C. running D. common
4. Pedestrians should look both ways before crossing the street.
A. crosswalks B. walkers C. stoplights D. parrots
5. When I fell off the trampoline, I fractured my arm and wore a cast.
A. rested B. broke C. avoided D. looked at
J. Additional Enrich Yourselves
activities for Make four words from each root words using the following suffixes:
application or -able -ible -s -ing -es -ed -er -or -ly
remediation Example: bear – bearable, bears, bearing, bearer
1. connect -_____________________________________
2. defend - ____________________________________
3. account - ______________________________________
4. open - ____________________________________
5. note - _____________________________________

V. REMARKS
VI. REFLECTION
A. No. of learners who earned80%onthe
formative assessment
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?