Grade

GRADES 1 to 12 School: GUAYABAL ELEMENTARY SCHOOL Level: VI

DAILY LESSON LOG YOLANDA M. PARALLAG Learning
Teacher: Area: ENGLISH
Teaching Dates and AUGUST 22-26, 2022 (WEEK 1)
Time: Quarter: 1ST QUARTER

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards Relate an experience Demonstrates Compose clear and coherent Demonstrates an
appropriate to the understanding of various sentences using appropriate understanding of the
occasion. linguistics nodes to grammatical structures: elements of literary and
comprehend various texts Pluralization of regular nouns informational texts for
comprehension
B.Performance Standards Infer meaning of Analyzes text types to Recalls details and shares
idiomatic expressions effectively understand ideas on texts listened to
using context clues. information/message(s)
C. Learning Competencies Listening Speaking Reading Speaking Recognize the sound devices
Analyze sound Derive meaning of Analyze sound devices Compose clear and coherent to describe people and
devices common idioms (onomatopoeia, sentences using appropriate events
(onomatopoeia, through text. alliteration, assonance, grammatical structures:
alliteration, consonance) Pluralization of regular nouns Derive meaning of sound
assonance, devices through context
personification, irony
and hyperbole) in a
text heard
Write the LC code for each EN6LC-Ia-2.3.1 – EN6V-Ia-12.3.1 ENGRC –IA 2.3.1 ENGG-1A-2.3.1 EN6LC-Ia-2.3.7
EN6LC-Ia-2.3.8 En6v-Ia-2.3.1 ENGRC –IA 2.3.1
II. CONTENT Analyzing sound Inferring meaning of Analyzing sound devices Composing clear and coherent Sound Devices
(Subject Matter) devices idiomatic expression (onomatopoeia, sentences using appropriate
(onomatopoeia, using context clues. alliteration, assonance, grammatical structures:
alliteration, consonance) Pluralization of regular nouns
assonance,
personification, irony
and hyperbole) in a
text heard
III. Learning Resources
A.References
1.Teacher’s Guide Pages Curriculum Guide PELC III 3.3 Curriculum Guide
EN6LC-Ia-2.3.1 – EN6LC-Ia-2.3.7 –
EN6LC-Ia-2.3.8 EN6LC-Ia-2.3.8
2.Learner’s Materials Pages English for All Times Growing in English 6 English for all times English For You and Me English for All Times 6
6 (Reading) pp.144- (Reading), pages 228- (Reading), pages 144-146 (Reading) pp. 46-48 (Reading) pp.144-147
147 229
3.Textbook Pages English For You and English For You and Me
Me (Reading) pp. 51- (Reading) pp. 51- 52
52
4. Additional Materials from Learning Using Figurative Using Figurative
Resources (LR) Portal) Speech, lrmds Speech, lrmds
B.Other Learning Resources Copy of poem, charts/paragraph, pictures Pictures, charts
pictures, videos
IV.PROCEDURES
A.Review Previous Lessons Tell the figure of What do you see in the Read the following sentences Review:
1. Spelling drill # 1
speech used in each picture? written on a piece of paper to Some words have multiple
2. Say: Do you love
expression as simile, Can you imitate the be given by your group. The meanings but how can we
to read poems?
personification, sounds of it? teacher will ask the class to identify the meaning of
hyperbole, or read the underlined words?
onomatopoeia. words.Say: class these are
1. The moon regular nouns.
rose from its
sleep.
2. The princess
is as lovely
as a rose.
3. The wings
flapped and
flapped.
4. I could kill
you for
tickling me.
5. You’re an
angel sent
from
heaven.
B. Establishing purpose for the Lesson What makes a poem The purpose of the Explaining the pupils what Say;Class our lesson for today Ask: Have read a poem?
different from other lesson is for the to do is composing clean and Did you understand the
literary piece? pupils to relate an coherent sentences using meaning of the poem? Why?
expression to the appropriate grammatical
occasion and infer structures; pluralization of
meaning of idiomatic regular nouns.
expressions using
context clues.
C. Presenting examples /instances of the new Let the students Children, listen how I Class our lesson for today The woman was crying. Present the poem
lessons listen to the poem speak to you! is about the sound devices “Spider Webs”
Clouds (The teacher speaks using onomatopoeia,
with a very loud alliteration and assonance The spiders were busy last
voice saying: night,
Children, listen to From every fence and tree
me! Then, in a gentle They hung their lacy webs
manner, say again For all the world to see.
the same words)
Which way do you The mist was busy too;
like me to speak? In the stillness of the night
Why? It strung the spider webs
Let us say it in two with pearls
ways. Which way do To catch the morning light.
you like it to say?
Why? One spider wove a web
Like frost on a window pane;
Another one spun a single
thread
That looks like jeweled chain.

Motionless hang the webs,

By the quiet sunbeam kissed;
A fairy world was made last
night
By the spiders and the mist.

D. Discussing new concepts and practicing Answer the Unlocking Difficulties What is alliteration? 1. What is the regular nouns Comprehension Check
new skills #1. questions after the “Hidden Words” used in the first example?2.In Ask questions based from the
poem. Find the word Alliteration happens when the second example,what is poem listened to
described by the words that start with the the regular noun used?
phrases from the row same sound are used close
of letters at the left. together in a phrase or
Encircle the word you sentence. The sound is
find within. usually consonant and the
words don’t have to be
a. raharshlmo- always right next to one
irritating; another.
offensive
b. daccentson-
a
modulation
of the voice
 c. caremainge
p- to
remember;
to stay
d. msgrievetlos
- fail; cause
of pain;
sadness
e. thecare-
wornte-
harassed
with
troubles or
worries
f. meatdepart
ment- to
leave; to go
away
g. reneternityo
rk- endless
or limitless
time
h. armarke- to
inflict
serious
bodily harm
on; destroy
E. Discussing new concepts & practicing and Identify the sound Presentation What is an Say.Example in #1 is Group Activities
concern to new skills #2 devices used in the Read the poem Onomatopoeia? pluralization of regular nouns. Group 1: Complete Me
poem altogether.
Onomatopoeia is when a Group 2: Dear Diary
SPEAK GENTLY word’s pronunciation
-David imitates it’s sound. Group 3: If you were
Bates

Speak gently; it is
better far
To rule by love than
fear,
Speak gently; let no
harsh word mar
The good we may do
 here.

Speak gently to the

little child;
It’s love be sure to
gain;
Teach it in accents
soft and mild,
It may not long
remain.

Speak gently to the

aged one;
Grieve not the care-
worn heart,
Whose sands of life
are nearly run;
Let such in peace
depart.

Speak gently; it’s a

little thing
Dropped in the
heart’s deep well;
The good the joy that
it may bring
Eternity shall tell.

F.Developing Mastery (Leads to Formative The teacher will give Analysis and The teacher will give more Have a draw lots on who are Group Presentation
Assesment 3 more examples of Discussion sample of sound devices going to present their answer
texts using the (onomatopoeia, first. Group 1.Complete each
different sound a. What is the alliteration, assonance.) sentences using the regular
devices poem all nouns. (etc.)
about? Which example / sentence
b. What do the imitates it’s sound?
following
phrases Which sentence start with
mean? the same sound are used
- ‘Tis a little closed close together in a
thing phrase or sentence?
dropped in
 the heart’s
deep well.
- Rule by love;
rule by fear
- It’s love be
sure to gain
- Teach in
accents soft
and mild
- Care- worn
heart
- Sands of life
are nearly
run
- Let such in
peace
depart
- Heart’s deep
well
- Eternity
shall tell
c. How do we
learn the
meaning of
each
phrase?
What help
us
understand
it?
d. We learn
the meaning
of phrases
through the
context of
the poem.
These are
called
idioms.
e. What are
the
importance
 of idioms?
G. Finding Practical Applications of concepts The teacher will Read and analyze the The teacher will present Pandora’s Box Pick one strip How do you appreciate
and skills in daily living present sentences sentences. new sentences to analyze of paper and choose the sound devices and other
using different sound Underline the idioms the sounds devices. correct noun to be used. (Use literacy composition?
devices and the used in each. different colored papers)
students will identify a. The
the figure of speech foreigner
used can easily
get along
with the
native.
b. The
sampaguita
in your car
gives off a
sweet smell.
c. Eden has a
very
attractive
getup.
d. My mother
looks
forward to
the coming
of my sister
from Hawaii.
e. We have to
look up to
our parents.
H. Making Generalizations & Abstractions What an What are idioms? What is onomatopoeia? How do we form the plural We learned the different
about the lessons onomatopoeia? Idioms are words/ Alliteration? Assonance? forms of regular nouns? sound devices, then why do
Alliteration? phrases used in a we need to use it?
Assonance? way that is different
Personification? from the usual
Irony? Hyperbole? dictionary meaning
of each word that
make it up. Idioms
can liven up your
writing. To figure out
the meaning of
idioms, use context
clues and individual
 word meanings.
I.Evaluating Learning Tell what figure of Choose the right Read and analyze the Write 5 sentences using plural Identify the sound devices
speech is used in idiom below to sound devices used in the form of regular nouns. used. Choose the letter of
each of the following complete the sentences (onomatopoeia, the correct answer.
sentences. sentences. alliteration, assonance)
1. The guest of honor’s
1. Lina is very happy. 1. The early bird catches message was a mile long.
She must have the worm. a. personification
_________. 2. The squeaky wheel gets b. hyperbole
2. Ading is a very the grease. c. irony
bright boy. In fact, he 3. Go and mow the lawn. 2. The moonbeams smiled
belongs to the 4. The cows in the pasture sweetly.
______ in his school. mooed loudly. a. onomatopoeia
3. Mother Theresa 5. The doors in the old b. alliteration
was ine lady house creaked as the wind c. personification
_________. blew through the broken 3. All I could hear was the
4. Even if it is raining, windows. drip, drip, drip of the faulty
the class will ______ faucet.
with their exposure a. assonance
trip. b. alliteration
5. Mother will go to c. onomatopoeia
the market, so I’ll 4. She sells sea-shells down
stay to ______ my by the sea-shore.
baby sister. a. alliteration
6. It takes one with b. assonance
an _____ to accept c. personification
other’s opinions 5. My dear, you are ugly...but
calmly. tomorrow I shall be sober.
7. Litowill ______ his a. personification
right to play in the b. assonance
basketball team. c. irony
8. A famous
basketball player was
invited to _____ on
the opening day of
the sportsfest.
9. When the victim
______, the police
was able to identify
the suspects.
10. If you want to
_______ in the class,
 you have to study
hard.

look after stand

up for
awakened on the
right side of the bed
start the ball rolling
opened up be a
star
with a golden heart
push through
open mind
cream of the crop
J. Additional activities for application or For those pupils who Give the meaning of List down sentences with Give examples of sentences Identify the sound devices
remediation got 74% and below, the idioms in each sound devices using pluralization of regular used. Choose the letter of
the teacher has sentence and use it (onomatopoeia, nouns. the correct answer.
prepared activity in a sentence. alliteration, assonance)
that will make the 1. The fatal 1. The guest of honor’s
pupils understand blow of Kid message was a mile long.
the concept of the Kidlat killed a. personification
lesson his b. hyperbole
opponent. c. irony
2. The cold war 2. The moonbeams smiled
between the sweetly.
girls was a. onomatopoeia
reported by b. alliteration
the boys to c. personification
their 3. All I could hear was the
teacher. drip, drip, drip of the faulty
3. Our teacher faucet.
put an end a. assonance
to the b. alliteration
negative c. onomatopoeia
relationship 4. She sells sea-shells down
of the girls. by the sea-shore.
4. Her beauty a. alliteration
made her b. assonance
stand out in c. personification
the crowd. 5. My dear, you are ugly...but
5. My tomorrow I shall be sober.
allowance a. personification
 was cut b. assonance
down by my c. irony
mother
because I
overspent
my pocket
money.
V.REMARKS
VI. Reflection
A.No. of learners who earned 80% in the
evaluation
B. No. of learners who requires additional
acts.for remediation who scored below 80%
C. Did the remedial lessons work? No. of
learners who caught up with the lessons
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which my
principal/supervisor can help me solve?
G. What innovations or localized materials did I
used/discover which I wish to share with other
teachers?

Prepared by:

Yolanda M. Parallag
Teacher III/Grade VI Adviser

Noted by:

Bernadette B. Gamas
Teacher In-Charge