School: SALUYSOY INTEGRATED SCHOOL Grade Level: 6

GRADES 1 to 12 Teacher: ALEXANDRA H. DE VEGA Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates: September 05-09, 2022 Quarter: FIRST

Friday
10:40-11:30-
Monday Tuesday Wednesday Thursday
M. Ponce
10:40-11:30-M. Ponce 10:40-11:30-M. Ponce 10:40-11:30-M. Ponce 10:40-11:30-M. Ponce
1:00-1:50-A.
1:00-1:50-A. Bonifacio 1:00-1:50-A. Bonifacio 1:00-1:50-A. Bonifacio 1:00-1:50-A. Bonifacio
Bonifacio
1:50-2:40- J.P. Rizal 1:50-2:40- J.P. Rizal 1:50-2:40- J.P. Rizal 1:50-2:40- J.P. Rizal
I. OBJECTIVES 1:50-2:40-
J.P. Rizal
Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies.
These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to
find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads various
text types materials to serve learning needs in meeting a wide range of life’s purposes.

B. Performance Standards:

C. Most Essential Learning Identify real or make-believe, Identify real or make- Identify real or make- Identify real or make-
Competencies/Objectives: fact, or non-fact images believe, fact, or non-fact believe, fact, or non-fact believe, fact, or non-fact
Write the LC Code for each EN6VC-IIIa-6.2 images images images
EN6VC-IIIa-6.2 EN6VC-IIIa-6.2 EN6VC-IIIa-6.2
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT Real and make-believe Simile and Metaphor
Personification and
Alliteration and Onomatopoeia QUIZ DAY
Hyperbole, Oxymoron
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages N/a
2. Learner’s Materials
Activity Sheets Week 3 Activity Sheets Week 3 Activity Sheets Week 3 Activity Sheets Week 3
Pages
3. Textbook Pages Joy in English Joy in English Joy in English Joy in English
4. Additional Materials N/A N/A N/A N/A
from Learning
Resource (LR) portal
PPT, Powepoint, Chalk, Laptop PPT, Powepoint, Chalk, PPT, Powepoint, Chalk, PPT, Powepoint, Chalk, PPT,
B. Other Learning Resources Laptop Laptop Laptop Powepoint,

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 Chalk, Laptop

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
IV. PROCEDURES learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Naisha and Yuri Read the sentences. Do you A. Below are sentences Directions: Identify if the
Naisha and Yuri are siblings. Most of the think they can happen or
Lesson or Presenting the that contain similes and sentences are simile,
time they don’t (1) get along well exist in real life? Write the
New Lesson because of their age gap. Naisha is ten metaphors. Underline metaphor, personification
word real if they can and
years old while Yuri is one year old. the two words in and hyperbole
When their mom is busy (2) killing two make-believe if they cannot.
each sentence that are
birds with one stone to earn a living,
being compared. 1. The car __________________
Naisha (3) looks after her baby 1. The Carreon family lived in
brother. (4) Keeping an eye at her a remote sitio in the town of as the key was turned.
brother is not a (5) piece of cake to do. Igbaras. 1. The cat’s fur was a 2. The alarm clock
She has to deal with her brother’s blanket of warmth. _____________________that it
2. Kapres lived in the
tantrums and hyperactivity. But despite
the difficulty, she still manages to do her mountains of Igbaras. 2. The lamp was a was time to get up.
role with (6) flying colors as an older 3. The kapres appeared at beacon of sunshine. 3. The stars
sister to Yuri. She remains (7) highly- night to frighten the village 3. The fireworks were a ______________________ at us
spirited while dealing with Yuri for she people. lantern in the sky. from the night sky.
loves him that much. Naisha’s mother is 4. The fathers in the built
so happy every time she (8) turns up at 4. John slept like a log. 4. The chocolate cake was
houses were made of nipa
home and sees the siblings getting along hut.
5. Mary was as sweet as __________________ my name.
very well. As a mother of two, she will
5. Many villagers were eaten pie. 5. The old refrigerator
never (9) take place with other _____________________ a
women, because more than anything
by the kapre.
else, she had always dreamed of (10) 6. Nel and Cel were sad tune as it ran.
seeing the world with her two children. classmates since preschool.
7. Cel's mom is a well-known
self-proclaimed witch in their
place.
B. Establishing a Purpose for Write the word that
the Lesson personifies the object in
each sentence.

squeezed winked turned

whispered
sleeps smiled
complained

The car ______________ as

the key was roughly turned
in its
ignition.
The approaching car's What sound does the
headlights ______________ at clock produce?
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 me.
The moon _____________ at
Say something about the picture. the stars in the sky.
The moon ______________
over to face the day.
This city never
______________.
Winter’s icy grip
______________ his rib cage.
The wind ______________ the
rumors of the forest.
W

What sound does the

C. Presenting Let us test your reasoning ability.
Examples/Instances of Fill in the blanks with your most
the Lesson reasonable answer that will
complete the sentence. Choices are
given after.
1. I believe that talking to plants
makes them grow fast because
____________.
A. plants listen very well with their
ears
B. plants, like humans can feel the
love and care given to them
2. I find it impossible to breathe
underwater because ___________.
A. I don’t have gills
B. I don’t have tentacles
3. I know that green mangoes are
sour because ____________.
A. I always eat them
B. their color is green
4. I think my best friend always
tells the truth because __________.
A. she talks a lot
B. she values our friendship
5. I am amazed by the sun’s heat
because _____________.
A. it gives light
What’s the Difference
Between a Simile vs.
Metaphor?
Just one-word accounts for
the difference between a
simile vs. metaphor. Both
metaphors and similes are
figures of speech we use to
make comparisons. The
difference between them is
that a simile uses the words
“like” or “as” to make an
indirect comparison (fast as
lightning) while a metaphor
makes a direct comparison
without using “like” or “as”
(the classroom was a zoo).
The teacher will discuss the
simile and metaphor and will
give each figures of speech
an example.
Both personification and
hyperbole are literary
terms, and in practice,
neither are meant to be
taken seriously. This might
be why they are often
confused. When a person,
such as a writer, uses
personification, he is giving
human-like attributes to an
idea or inanimate object.
When he uses hyperbole, he
is creating an exaggeration
to emphasize or stress a
point.
bell produce?
What do you observe in
the sentence?
Alliteration is the
conspicuous repetition
of identical initial
consonant sounds in
successive or closely
associated syllables
within a group of words,
often used as a literary
device. A familiar
example is "Peter Piper
picked a peck of pickled
peppers"
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 B. it can dry wet clothes
D. Discussing New Concepts Filipino fantasy movies and
and Practicing New Skills teleseryes may be viewed by the
#1 learners to expose them in the
world of reality and fantasy.
The teacher will play a short video
that shows a real and fantasy.
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
IV. PROCEDURES learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
E. Discussing New Real images are true; they are facts
Concepts and that can be proven. They can be
Practicing New Skills #2 experienced or witnessed by a
person.
When identifying statements that
express reality, one should look into
things, ideas, and events based on
real-life experience using the five
senses (seeing, smelling, tasting,
hearing, and feeling).
Examples:
Babies cry when they are hungry.
There are seven days in a week.
My grandmother is still alive at the
age of 93.
Make-believe images have no
existence; they are not true; they
are in our imagination; they are
non-fact and difficult to be
proven. Make-believe images are
created in our minds. They are
exaggerated most of the time
that is why they are unbelievable
to happen.
The teacher will show a short
video that explains the
difference between simile and
metaphor.
The word simile comes from
the Latin word simis,
meaning “like.”
This makes perfect sense
because we know that all
similes use the words “like”
and “as” to show that one
thing resembles another.
For example, do you
remember fax machines?
The everyday term “fax” is
short for fact simile, which is
another word for copy. The
document you receive is a
facsimile, or a reproduction,
of the original document. The
facsimile is not identical to
the original, but it looks a lot
like it.
The baby was quiet as a
mouse.
The teacher will show a
short video that explains
the difference between
hyperbole and
personification.
A person uses personification
when he gives human-like
qualities to an inanimate
object or an abstract idea. By
doing this, the person has
made the object or idea seem
like a person. These qualities
might be thoughts or physical
actions. For example, if a
writer describes the wind as
kicking the leaves, he has used
an instance of personification.
He has personified the wind,
telling readers it performed the
human-like action of kicking,
and by doing so he has also
explained the gusty and
powerful state of the wind.
On the other hand, when a
writer uses hyperbole, he is
exaggerating. Giving human-
like attributions to inanimate
objects or abstract ideas
certainly is exaggerating, if not
outright lying, but a hyperbole
The teacher will show a short
video that explains the
difference between
alliteration and
onomatopoeia.
The key difference
between onomatopoeia
and alliteration is that
onomatopoeia is imitating
natural sounds of things,
animals, or humans,
while alliteration is the
repetition of the same
initial consonant sound
in nearby words.
Both these are literary
devices and are used in
literary works, day-to-day
conversations, marketing,
and entertainment
industries. Moreover,
alliterations are used as
tongue twisters to
improve pronunciation
skills. Onomatopoeic
words sometimes differ
based on different
languages.
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 Examples:
The tree talked to the boy.
The fisherman caught a
mountain of fish last night but
still was penniless.
It was raining cats and dogs; the
water flooded the city and it
almost reached
the clouds.
F. Developing Mastery
(Leads to Formative
Assessment 3)
Be careful, his sister will
scream like a banshee if she
doesn’t get her way.
After so many years apart,
his love for her withered like
grapes on the vine.
Directions: Below are
sentences that contain
similes and metaphors.
Underline the two words in
each sentence that are
being compared.
1. The cat’s fur was a
blanket of warmth.
2. The lamp was a beacon
of sunshine.
3. The fireworks were a
lantern in the sky.
4. John slept like a log.
5. Mary was as sweet as
pie.
6. George is lightning as he
runs the race.
7. Gwen sings like an
expert.
8. Mark’s voice is velvet.
9. Cindy is a fish when she
swims.
10. Tom is like a computer
when he does his math
is more of an exaggerated
statement intended to make a
point or emphasize an idea.
For example, if a woman tells
her child that she has already
asked him a million times to
put away his toys when he is
finished playing with them,
she is using a hyperbole. She
is exaggerating, because it is
unlikely she has asked him a
million times.
B. Finish the sentences below Read each sentence and fill inn
the blank with the words from
with examples of
the box.
personification. Remember to
choose a Pop Quacked Knocked
word that would normally be a Sizzled Zoomed meowed
characteristic or an action of a
human. The first one has
1. The popcorn went ____ in the
been done for you. microwave.
1. The snow whispered as it
fell to the ground. 2. The duck _____ in the lake,
2. The baseball bat 3. The cat ___ when its happy.
__________________ as Casey hit
the ball. 4. The bacon ____ in the frying
3. The printer pan.
__________________ out the 5. The delivery man ____ in front
copies that I printed.
of our door.
4. The cup
_____________________ an entire
jar of tea.
5. The floor
______________________ as the
elephant walked across it.
6. The car __________________
as the key was turned.
7. The alarm clock
_____________________that it
was time to get up.
8. The stars
______________________ at us
from the night sky.
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 9. The chocolate cake was
__________________ my name.
10. The old refrigerator
_____________________ a sad
tune as it ran.
A. Finding Practical Give an example sentence of real Give an example sentence Give an example sentence of Give an example
Applications of and make believe of simile and metaphor personification and sentence of alliteration
Concepts and Skills in hyperbole. and onomatopoeia.
Daily Living

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
V. PROCEDURES the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
B. Making The teacher will ask her The teacher will The teacher will ask her The teacher will ask her students
Generalizations and students what they have ask her students students what they have what they have learned in the
Abstractions about the
Lesson
learned in the lesson for what they have learned in the lesson for today. lesson for today.
today. learned in the
lesson for today.

C. Evaluating Learning Using your knowledge and
experience, identify the
following images if they are
real or make-believe.
Provide your answer by
putting a ✓ mark for real
and an X mark for make-
On the activity in Below are several sentences. If a metaphor is Directions: Add a word from the box to complete the
present, write a simile to take its place. alliteration in each sentence.
developing mastery. If a simile is present, write a metaphor to take
Write on the lines its place. It is fine to slightly modify Crotouns Egg Soup Ditches Muddy
below whether each your sentences in your answers.
1. Mike is a chef when he’s in the kitchen. Hyena Jump Brownies Teeth noodles
sentence above is a _________________________________________
simile or a metaphor.
Write S for simile or 2. Barbara is as hungry as a horse.

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 believe. M for metaphor. _________________________________________
3. The car was a jet when it passed by us.
__________________________________________
4. Kenny played the violin like an expert.
___________________________________________
5. The music was as soothing as rain.
___________________________________________
6. The grass is a green carpet for the golfers.
___________________________________________
7. The inside of the car was a refrigerator.
_____________________________________________
8. Beth became the dance as the music
played.
1. Tony lost two______.
2. Edward eats edible ___.
3. Mickey makes many _______piles.
4. Hannah has a hyper _____.
5. Dominic digs deep_____.
6. Becky baked ______.
7. Carmine craved crunchy______.
8. Sissy sips steaming_________.
9. Jimmy saw a jelly fish ________.
10. Nick nailed nine _______ to the wall.

______________________________________________
9. His stomach was a bottomless pit.
D. Additional Activities
for Application or
Remediation

VI. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
VII. REFLECTION help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
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

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E. Which of my teaching strategies
work well? Why did these work?

F. What difficulties did I

encounter which my principal
or 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: Checked by: Noted:

ALEXANDRA H. DE VEGA LARRY G. CANUTO MA. TERESA T. JAVIER

Teacher I Master Teacher I Principal III

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