Grades 1 to 12 DAILY School Grade Level VI

LESSON LOG
Teacher Learning Area English
Teaching Dates and Time Week 4
Quarter Second

I. OBJECTIVES

The learner demonstrates…

A. Content Standards
 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
 command of the conventions of standard English grammar and usage when writing 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 fulfil their own purposes for writing.

The learner…
B. Performance Standards  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 general and their functions in various discourse (oral and written)
 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
EN6LC-IId-2.2 EN6RC-IId-5.5 EN6G-IId-6.7 EN6V-IId-12.3.3 EN6VC-IId-3.8
Note down relevant information Note significant details of Compose clear and coherent EN6V-IId-12.4.1.3 Infer purpose of the visual media
from text heard informational texts sentences using appropriate EN6V-IId-12.4.2.3
C. Learning Competencies/
grammatical structures: Adverbs of
Objectives Write the LC code
EN6F-Ib-1.6 EN6WC-IId-2.2.6 frequency Infer meaning of borrowed
for each
Share brief impromptu Write a 4-paragraph composition words and content specific
remarks about topics of showing EN6F-IId-I.6 terms using
interest -comparison and contrast EN6F-IId-I.3 -context clue
EN6F-IId-I.7 -affixes and roots
EN6A-IIc-16 EN6F-IId-I.6 Read grade level text with other strategies
Observe politeness at all EN6F-IId-I.3 accuracy, appropriate rate, (Literary terms)
times EN6F-IId-I.7 and proper expression -
Read grade level text with
accuracy, appropriate rate, and
proper expression
 Noting down relevant
II. CONTENT information from text heard
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting Do “Let’s Try This” - A
the Share your experiences about
new lesson your personal interest like
hobbies.
A. Share something about your
personal interest. Look at the
pictures. Who among you have
interest in doing these? Let them
share their experiences about
their own personal interest.
Nurturing your interest on the
things you enjoy tend to improve
school grades, develop higher self-
esteem, and better
management skills, and are less
likely to do drugs, drink, or drop out
of school.
Ask: How does it help in your
studies?
B. Establishing a purpose for the lesson Do “Let’s Try This” - B
Activity Sheet in English 6
(Quarter 2: Week 4-Day 1,
p. 1)
-Noting significant details of Adverbs of Frequency Vocabulary Development Purpose of visual media
informational texts. through context clues and
-Writing a paragraph affixes and roots
composition
Activity Sheet in English 6
(Quarter 2: Week 4)
Ask: What story did you listen Do “Let’s Try This” - A Ask: What was our lesson AsK; What do you
yesterday? Activity Sheet in English 6 yesterday? remember about the lesson on
Recall important details about the (Quarter 2: Week 4-Day 3, p.1) film direction?
story.
A. Read the following lines from the
story “The Runaway Bunny”. Read
with proper expression.
1. “If you run away, I will run after
you. For you are my little bunny.”
2. “If you become a fisherman, I will
become a rock on the mountain, high
above you.”
1. 3. “If you become a mountain
climber, I will be a crocus in a hidden
garden.”
time-
Do “Let’s Try This” Do “Let’s Try This” – B Do “Let’s Try This” Do “Let’s Try This”
Activity Sheet in English 6 Activity Sheet in English 6 (Quarter 2: Activity Sheet in English 6 (Quarter
(Quarter 2: Week 4-Day 2, Activity Sheet in English 6 (Quarter 2: Week 4-Day 4, p. 1) 2: Week 4-Day 5,p. 1)
p. 1) Week 4-Day 3,p. 1) Task 1. Say something about what

C. Presenting examples/instances of the
new lesson
B. Study the following pictures.
Circus: a travelling show
with clowns, trained
animals, and acrobats.
Tightrope: a thick rope
or wire stretched tight
and high above the
ground.
Do “Let’s Study This”
Activity Sheet in English 6
(Quarter 2: Week 4-Day 1,
pp. 2-3)
Listen as your teacher reads a story
of a little bunny who wants to run
away. Why do you think the little
bunny wants to run away?
A. What do you know about the
wind and the moon? Fill in the K-W-
L chart.
Characters What W
I WHAT I
KNOW WANT to LEARNED
know
Wind
Moon
Read “Let’s Study This”
Activity Sheet in English 6 (Quarter
1: Week 4-Day 2,
pp. 1-2)
Let’s read the poem “The Wind
and the Moon” by George
MacDonald. Pause at certain
points and ask questions.
B. Read the dialogue. Notice the
underlined words then answer the
following questions.
1. How often does Paul do his
What I homework?
2. How often does Roy do his
homework?
3. How often does Kiko do his
homework?
Let the pupils read the dialogue with
accuracy, appropriate rate, and
proper expression
Read “Let’s Study This”
Activity Sheet in English 6 (Quarter 2:
Week 4-Day 3, pp. 2)
Write these adverbs of frequency on
the board next to a list of the days of
the week.
Study the following sentences. Draw
your attention to the word in bold
letters.
The mountain pass was a
tortuous road, winding and twisting
like a snake around the trees of the
mountainside.
Flooded with spotlight – the focus
of all attention – the new Miss
Philippines began her 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?
Dictionaries and encyclopedia are
some of the references to look for
the meaning of words. These
references are now available online.
We can use online sources to gather
information needed.
Dictionary.com is the world's
leading online source for English
definitions, synonyms, word origins,
audio pronunciations, example
sentences, and slang phrases.
Do “Let’s Study This”
Activity Sheet in English 6 (Quarter 2:
Week 4-Day 4,p. 1-4)
What do readers do when they
don’t know the meaning of a word?
It is often useful to look at
what comes before and after that
word. The surrounding words 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
is shown.
A. Show the word “Spoliarium”. Let
them say something they know
about this painting by looking at the
text only.
B. Show the picture of the
Spoliarium painting. See if they can
describe the painting better.
What helps them describe the
painting better?
By looking at the picture, do you
understand the meaning of the
painting?
C. Play a short video about product
commercial. Ask: What is the
commercial all about?
Read “Let’s Study This”
Activity Sheet in English 6 (Quarter
1: Week 4-Day 5,pp. 1-2)
What is visual?
It is something you look
at, such as pictures, chart, or film
that is used to make something
more appealing or easier to
understand.
Visual media
It is interpreted using
primarily what human see. It plays a
big role in advertising, art,
communication, education,
business, and engineering. Visual
media is often used as a learning
aid.
 M T W TH F S S perceive themselves to be superior Media can be used in
can cause distress. almost any discipline to enhance
-Vulnerable people are oftentimes in learning, both in class, and also for
need of protection under certain out-of-class assignments. Short film
laws so others cannot take and television clips, written articles,
advantage of them. and blog postings can be viewed to
2. Synonym reinforce concepts and spark
The idea: Words next to the discussion.
unknown word can be a clue that
there is a synonym.
-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.
This list will help you associate
-Like shunning smokers in
the adverbs of frequency with the
restaurants by making them satisfy
concept of relative repetition or
their habit outside,
frequency.
discrimination targets a perceived
We use adverbs of frequency to
undesirable group.
say how often we do something.
-Vulnerable people, such as young
Adverbs of frequency are often used
children, the elderly, or handicapped
with the present simple because they
individuals, might have protections
indicate repeated or routine
under certain laws.
activities.
4. Antonym/contrast
-They often go out for dinner.
The idea: opposite information
-I never go to the cinema. I don't like
about the unknown word can be
it.
offset by words and phrases such as
-I don't mind going to the theater. I
unlike, as opposed to, different from.
sometimes go with my friends.
-Discrimination, as opposed to
-Never say never.
fairness for all people, can have
-She likes dancing. She always goes
damaging effects on a targeted
to the night club to dance.
group.
-They usually quarrel. I rarely see
-Vulnerable people, unlike those
them in good terms with each other.
who can stand up for themselves,
Other adverbs of frequency include:
tend to be the target of unethical or
-Occasionally
dangerous individuals.
-Frequently
5. Analogy
Position of adverbs of frequency
The idea: Comparisons of the word
Generally speaking, adverbs of
help to determine what it means.
frequency come before the main
-The ill effects of discrimination are
verb except the main verb "to be":
like hateful, wicked tendrils gripping
I sometimes visit my uncle.

D. Discussing new concepts and practicing
new skills #1
Do “Let’s Do This”
Activity Sheet in English 6 (Quarter
2: Week 4-Day 1, p. 3)
Let’s Talk About It
Guide Questions:
1. Why do you think the bunny
wanted to run away?
2. What would you do to keep
the bunny from running away?
3. What do you think would
have happened to the Bunny
if he had run away?
4. Why did the mother rabbit
not want the bunny to get
away?
5. Have you ever wanted to run
away? Why?
Answer “Let’s Talk About It”
Activity Sheet in English 6 (Quarter
2: Week 4-Day 2, p. 3)
Discuss and analyze the poem by
answering the following questions:
1. What is the setting of the
story?
2. Who are the characters in
the story?
3. What are the conflicts
expressed in the stanzas?
4. Why was the wind so angry
at the moon that he flew
into rage?
5. What is the climax of the
story?
We often see him pass by the house. the heart.
They are seldom at work. -Vulnerable people can be like
Occasionally, sometimes, often, fragile glass in need of care and
frequently and usually can also go at attention.
the beginning or end of a sentence:
Sometimes they visit him. I miss him
occasionally.
Rarely and seldom can also go at the
end of a sentence (often with
"very"): We see them rarely.
John eats meat very seldom.
Answer “Let’s Do This” Answer “Let’s Do This” Do “Let’s Do This”
Task 1 Activity Sheet in English 6 (Quarter 2: Task 1-Talk about the images
Activity Sheet in English 6 (Quarter 2: Week 4-Day 4,p. 4-5) shown.
Week 4-Day 3,p. 3) Task 1. What’s the Right Choice? Activity Sheet in English 6 (Quarter
Encircle the correct meaning of the 2: Week 4-Day 5,p. 2)
Task 1. Work in pairs. Share the given prefixes, suffixes and roots.
things you do using adverbs of
frequency. Pupil 1 will give his 1. vacuum a. far b. to c. d. Task 1. Are Visual Media
sentence first, then pupil 2 may off be beyond change Important?
respond to pupil 1’s statement .e.g.
empty Choose a partner and talk about the
images below.
Pupil 1: I sometimes study my lesson. 2. a. b. far c. d. self
Pupil 2: I never study my lesson television other off another
that’s why my mother always gets 3. a. one b. c. d.
angry. supersede above mistake wrong
Pupil 1: I always bring my cell phone. on n
Pupil 2: I rarely bring mine.
Can you understand better the
images shown? Why?
E. Discussing new concepts and practicing
new skills #2
Let them recall the events Answer “Let’s Do This” Answer “Let’s Do More” Answer “Let’s Do More”
done in the story and do “Task 1” Task 1 – Graphic Organizer Task 2 Activity Sheet in English 6
Activity Sheet in English 6 (Quarter Activity Sheet in English 6 Activity Sheet in English 6 (Quarter 2: Week 4-Day 4,pp. 4-5)
2: Week 4-Day 1, (Quarter 2: Week 4-Day 2, p. 4) (Quarter 2: Week 4-Day 3,pp. 3)
p. 3) Task 3. Interpret Me!
Task 2. Guess Who? Read each sentence and determine
Task 1. Fill Me the meaning of the word using
Task 1. Complete the Table Work by group. Ask one of your
For better understanding of the context clues. Then, explain what
members to describe a person’s
story. Fill in the graphic organizer. type of clues in the sentence helped
Based from the story read, name routine using adverbs of frequency
the things the little bunny says he until you and your groupmates guess you determine the word meaning.
will become and what the mother Title:____ who he/she is speaking about. Your 1. The boy acted in a humane way
wants she will be. Authoar: ___ assigned one member may describe when taking care of the lost dog.
When the The mother your classmates or famous people. The word humane means ______.
e.g. These news anchors always host a. hurtful
bunny will become….
Setting 24 Oras. b. caring
becomes… Time: _____ c. mean
a. a fish in a A fisherman to d. bad
trout stream fish for him Main Characters What type of clues helped you
determine the meaning? _______
2. I asked if I could go to Jacky's
party, and Mom said she would
Main Problem: have to give it some
consideration before she gave me
an answer.
The word consideration means
Solution to the Problem:
______.
a. paint
b.thought
c. flame
Ending
d. mistake
What type of clues helped you
determine the meaning? ______.
3. 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

F. Developing mastery (leads to Formative
Assessment 3)
To support comprehension,
let the learners do “Task 2” Read It
Aloud.
Activity Sheet in English 6 (Quarter
2: Week 4-Day 1,
Answer “Let’s Do More”
Tasks 2 & Task 3
Activity Sheet in English 6 (Quarter 2:
Week 4-Day 2, (pp. 4-5)
Task 2. Describe Them
Do “Let’s Do Some More” Task 3 Do “Let’s Do More”
Activity Sheet in English 6 (Quarter 2: Task 2
Week 4-Day 3, p.3-4) Activity Sheet in English 6 (Quarter
Task 3: Put the words in the correct 2: Week 4-Day 5, p.4)
order to form clear and coherent Task 2. Viewing the Movie Clip!

G. Finding practical applications of
concepts
and skills in daily living
H. Making generalizations and
abstractions about the lesson
p. 3)
Task 2. Read It Aloud!
Form three groups. Assign each
group to read the part of the
narrator, the little bunny, and the
mother in the story. Be able to
read aloud the story with proper
expression.
Ask: How can you apply
your knowledge in various
informational texts in real life?
Ask: What do you note
down when you are listening to
stories or selections for better
understanding of the said text?
Work by pairs. Describe the
character traits of the Wind and
the Moon in the story using the
Venn Diagram.
wind moon
Ask: In what real life
situations can we apply noting down
details?
How can you apply this in daily life?
Read: Let’s Remember
Activity Sheet in English 6 (Quarter 2:
Week 4-Day 2, p. 6)
Noting details is a reading
comprehension skill that involves
picking out, from a piece of text, the
particular piece or pieces of
information to achieve a given
purpose.
These details are the ones
that good readers notice and authors
use to emphasize the events and the
characters in the story
sentences. The first one is done for
you.
1. school do homework always my I
after
I always do my homework after
school.
2. have dinner sometimes pizza for We
______________________________
3. never I to talk strangers
_______________________________
Ask: How can you apply your
knowledge in noting details in daily
life?
Ask: What is adverb of
frequency?
Give examples of adverbs of
frequency?
Your teacher will show you a movie
clip of “The Wolf and the Bear”.
With your group mates, discuss how
the movie clip helps you understand
the documentary better.
Ask: In what real life situations Ask: How do visual media
can we use context clues? help us understand what is being
depicted?
Read “Let’s Remember This” Ask: What is the purpose
Activity Sheet in English 6 (Quarter of visual media?
2: Week 4-Day 4,p. 9)
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
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,

I. Evaluating learning Do “Task 3”
Activity Sheet in English 6 (Quarter
2: Week 4-Day 1, p. 4)
Task 3. Listen and Understand
Listen to the poem “ The Mountain
and The Squirrel” by Ralph Waldo
Emerson. Then answer the
questions that follow.
J. Additional activities for application or Do. “Let’s Enrich Ourselves” Task 4
remediation Activity Sheet in English 6 (Quarter
2: Week 4-Day 1, p. 5)
Task 4. Let’s Decide
Decide if each of the statements
about the poem is True or False.
1. The mountain and the
squirrel did not agree with
each other.
2. The mountain insulted the
squirrel.
Do Tasks 4: Let’s Test Ourselves
Activity Sheet in English 6 (Quarter 2:
Week 4-Day 2, (pp. 5-6)
Task 4. Write the letter of the
correct answer.
1. When did the story happen?
a. day time
b. night time
c. early dawn
d. noon time
2. Who are the characters in the
story?
a. Wind and the sun
1.
b. Wind and the stars
c. Wind and the moon
d. Wind and the storm
3. What did the wind tell the moon?
a. “I will blow you out.”
b. “I will throw you to the sea.”
c. “I will make the earth dark for so
long.”
d. “I will cover you with thick clouds.
Do. “Let’s Enrich Ourselves”
Task 5
Activity Sheet in English 6 (Quarter 2:
Week 4-Day 2, p.6)
Task 5: Writing: Compare Us!
Write a 4-paragraph composition
about the wind and the moon. Use
the character traits in the Venn
diagram to compare and contrast the
two characters. State how the two
Answer Task 4, “Let’s Test Ourselves”
Activity Sheet in English 6 (Quarter 1:
Week 4-Day 3,(p. 4)
Task 4. Construct your own sentences
by answering the following questions
using adverbs of frequency. Write
your answers in your notebook.
1. How often do you wash the dishes?
(I sometimes wash the dishes.)
2. How often do you pray before going
to bed?
3. How often are you late for school?
Answer Task 5: “Let’s Enrich
Ourselves”
Activity Sheet in English 6 (Quarter 1:
Week 4-Day 3, (p. 4-5)
Task 5: Interview your friend and writeA. Make four words from each root
his/her answers on the blank provided words using the suffixes in the box.
after each question.
a. How often do you do your
homework before school?
they are called prefixes. If they are
added at the end of a word, they
are called suffixes.
Answer “Let’s Test Ourselves” The output in interpreting the
Activity Sheet in English 6 (Quarter posters and video will
1: Week 4-Day 4,(pp. 6-7) serve as formative assessment
Task 4. 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
Answer “Let’s Enrich Do Task 3: “Let’s Enrich
Ourselves” Task 5 Ourselves”
Activity Sheet in English 6 (Quarter Activity Sheet in English 6 (Quarter
1: Week 4-Day 4,(p. 7-8) 2: Week 4-Day 5, p. 4)
Task 5: Complete the Grid
Task 3. Writing
Retell the story. Write at least 3-4
paragraphs about what you have
-able -es -ible -ed just watched, “The Wolf that Saved
-s -er -ing -or a Man from Bear Attack.”
-ly
 3. The squirrel doubts that the characters react to each other’s b. How often do you have noodles for
mountain is big. activity. You may state also your breakfast?
4. The squirrel says that it personal interpretation about the c. How often do you study your
takes a year to make all poem. lessons in a week?
sorts of things and weather.
5. The squirrel says he is
quicker than the mountain.

1. honor honorable honored honoring honors

2. open
3. move
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?