Grades 1 to 12 DAILY LESSON LOG
Teacher
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
School Grade Level VI
Learning Area English
Teaching Dates and Time Week 6
Quarter Second
The learner demonstrates…
 understanding of various non-verbal elements in orally communicating information
 understanding of non-verbal communication to communicate with others
 understanding that English language is stress-timed to support comprehension
 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 the research process to write a variety of texts
 express ideas effectively in formal and informal composition to fulfill their own purposes for writing.
The learner…
 orally communicates information, opinions, and ideas effectively to different audiences using variety of literary activities.
 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
 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
EN6OL-IIf-5 EN6V-IIf-12.3.3 EN6V- EN6G-IIf-6.5 EN6SS-IIf-4 EN6WC-IIf-2.2.5
Share brief impromptu remarks IIf-12.4.1.3 EN6V-IIf- Compose clear and coherent Organize information from Write a 4-paragraph composition
about topics of interest 12.4.2.3 sentences using appropriate secondary sources in preparation showing
Infer meaning of borrowed grammatical structures: Adverbs of for writing, reporting and similar -cause and effect
EN6F-IIf-2.9 words and content specific place and time academic tasks in collaboration with
Self-correct when reading terms using others EN6A-IIf-16
-context clues Show openness to criticisms
-affixes and roots EN6A-IIf-16
-other strategies Observe politeness at all times
(EPP)
Sharing Brief Impromptu Remarks Inferring Meaning of Borrowed Adverbs of Place and Time Organizing Information from Write a 4-Paragraph Composition
Words and Content Specific Terms Secondary Sources in Showing Cause and Effect
Using Preparation for Writing,
-Context Clues Reporting and Similar
-Affixes and Roots Academic Tasks in
-Other Strategies (EPP) Collaboration with Others
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
the new lesson
B. Establishing a purpose for the lesson
Do “Let’s Try This”
Activity Sheet in English 6 (Quarter 2:
Week 6-Day 1,p. 1)
Image Imagination
Look and talk about each picture.
Imagine that each picture represents
your real life’s experiences and tell its
impact to your life. Talk or they can
talk about why this image is important
and what this image means or what’s
the story behind this image.
Ask: Did you ever try to deliver a
speech in front of
many people? How did it feel?
Activity Sheets in English 6
(Quarter 2: Week 6)
Presentation of the learners’ Do “Let’s Try This”
commercial output Activity Sheet in English 6 (Quarter
2: Week 6-Day 3, p.1)
Ask: What are the words used to
tell when the party
will be celebrated?
Ask: Who among you are good at Ask questions like: When is your
cooking? birthday?
What do you cook? How often do you visit your
doctor?
Let the learners share their personal When do we celebrate Christmas?
experiences.
Ask: What are the adverbs of
time and place that you learned
yesterday?
Can you give sentences using those
words?
Do “Let’s Try This”
Activity Sheet in English 6 (Quarter 2:
Week 6-Day 4,p. 1)
Determine if the source is primary
or not.
1. Anne Frank's diary describing her
life during World War 2.
2. An interview with Alexander
Graham Bell about how he
invented the telephone.
3.A radio broadcast from the day
the Soviet Union launched
Sputnik
Ask: What are the
secondary sources from the
situations given to you?
Let the learners identify the
secondary sources.
Do “Let’s Try This”
Activity Sheet in English 6 (Quarter 2:
Week 6-Day 5,p. 1)
Read the paragraph orally then
answer the questions that follow.
The Hard Life of Farmers
Laura White, 2005
The lack of rain and snow
has horrible effects on farmers. With
no rain, their land dries up, and it is
very difficult to grow anything. When
the crops fail, the farmers haven't
any choice but to get a second job in
order to make the money they need.
Farming is a full time job and with a
second job, farmers are overworked,
stressed and even depressed. Many
farmers end up selling their land.
Some farmers have

C. Presenting examples/instances of the
new lesson
Do “Let’s Study This”
Activity Sheet in English 6 (Quarter 2:
Week 6-Day 1,pp. 1-2)
An impromptu speech is given with
little or no preparation, yet almost
always with some advance knowledge
on the topic. For example, if called on to
speak in class, a pupil might give a short
impromptu speech about a topic that
was in the assigned readings.
Tips for the Speaker (Impromptu
Preparation)
What do you do if you are asked to
speak at the last minute?
-Make sure to plan an introduction and
a conclusion. If possible, take a few
moments to think about what you want
to say to introduce the topic and have
some way of concluding.
Read “Let’s Study This”
Activity Sheet in English 6 (Quarter
1: Week 6-Day 2,p. 1)
Readers are frequently
frustrated when they meet
unfamiliar vocabulary words as they
read. But jumping up and grabbing a
dictionary takes too much time.
Readers need to take what they
know and gather clues in the text to
decode the meaning of vocabulary.
Inferential thinking using
context clues is one of the quickest
and most effective ways of
decoding the meaning of unfamiliar
words.
Use the different context
clues strategies in decoding the
meaning of unfamiliar words.
(Previously learned)
Strategies are:
 Using definition
 Using synonym/antonym
Read “Let’s Study This”
Adverbs of place and time
Activity Sheet in English 6 (Quarter
2: Week 6-Day 3,pp. 1-2)
Adverbs of time tell you when
something happened or will
happen. They express a point in
time. These adverbs of time are
often used:
-to talk about the past: yesterday,
the day before, ago, last
week/month/year
-to talk about the present: still,
yet, while, when
-to talk about the future: soon,
then, next week/month/year, in 2
days, tomorrow, the day after
tomorrow
Adverbs that tell us when are
Do “Let’s Study This”
Activity Sheet in English 6 (Quarter 2:
Week 6-Day 4,pp. 1-2)
While primary sources are
the original records created by first
hand witnesses of an event,
secondary sources are documents,
texts, images, and objects about an
event created by someone who
typically referenced the primary
sources for their information.
Textbooks are excellent examples of
secondary sources.
Second-hand, published
accounts are called secondary
sources. They are called secondary
sources because they are created
after primary sources and they often
use or talk about primary sources.
Secondary sources can give
additional opinions (sometimes
accepted the government program,
the Conservation Reserve Program
(CRP), which leaves the land idle to
let the grass grow and must be left
idle a certain number of years. While
the land is in the CRP program, some
farmers have taken outside jobs.
That is why when it doesn't rain, you
notice that most of the farmers are
very crabby. As a farmer's daughter, I
have experienced some good times
and some bad times. I have gained a
great respect for farmers
everywhere.
Questions:
1. What makes the life of the farmers
difficult?
2. What will happen if there is lack of
rain?
3. Why do you think their life is
difficult?
Read “Let’s Study This”
Activity Sheet in English 6 (Quarter 1:
Week 6-Day 5,pp. 1-2)
How to Write a Whole Composition
The following is a general structure
to follow for many kinds of writing.
I. Introduction
The introduction is
intended to draw the reader into the
body of material to follow. It should
begin with a general statement or
question, sometimes called the
“thesis statement” or “thesis
question,” followed by a quick
narrowing down to the main theme
to be developed in the body. Set the
stage quickly, give appropriate
background, then move right into a
transition sentence that will set up
the reader for the body.
-Make a few notes for yourself.
-Consider the simple three-part outline
of an Introduction, Body, and
Conclusion, and fit your ideas into that
pattern.
If you do not know what to say
next, you can summarize and
paraphrase what you have just said, and
then will probably be ready to move on
to the next topic.
-Remember that, in most situations, you
will know more about the subject than
the audience. Usually you will not be
called up to speak impromptu about
something you know nothing about, so
you have probably spoken about the
general topic before or you probably
have knowledge to share with others.
-Talk like you mean it. In other words
speak with conviction. You are
explaining your ideas or knowledge and
you are an authority.
-Relax!
 Using examples
 Using analogy
 Using appositive
 Using the affixes/roots
usually placed at the end of the
sentence.
Examples:
Goldilocks went to the Bears'
house yesterday. I saw Sally today.
I will call you later.
Adverbs that tell us for how long
are also usually placed at the end
of the sentence. Examples:
I stayed in Cebu for three days.
I am going on vacation for a week.
An adverb of place always talks
about the location where the
action of the verb is being carried
out. They are normally placed after
a sentence’s object or main verb.
Adverbs of place can be
directional.
For example: Up, down, around,
away, north, southeast
Adverbs of place can refer to
distances.
For example: Nearby, far away,
miles apart
An adverb of place can indicate an
object’s position in relation to
another object.
For example: Below, between,
above, behind, through, around,
and so forth.
Many adverbs of place indicate
movement in a particular direction
and end in the letters “-ward or -
wards”.
For example: toward, forward,
backward, homeward, westward,
eastwards onwards
called bias) on a past event or on a II. Body (Argument)
primary source. Secondary sources The body of a written piece is where
often have many copies, found in you elaborate, defend, and expand
libraries, schools or homes.
the thesis introduced in the
introduction. The body should
support your main contention with
supporting evidence and possible
objections. A good body presents
both sides of a case, pro and con. As
you make your case, save your best
argument for last. Whenpresenting
contrary views, be sure to set forth
the strongest arguments so you can
avoid being charged with erecting a
“straw man.”
The body includes three
components:
 Elaboration: Spell out the details by
defining, or by clarifying and adding
relevant, pertinent information.
 Illustration: Paint a verbal picture
that helps make or clarify your
point(s). Well illustrated pieces are
easier to read and follow than
abstract ones.
 Argumentation: Give the reasons,
justifications, and rationales for the
position or view you have taken in
the introduction
Logical connectors that you can use:
 exceptions – but, alas, however, etc.
 illustrations – for instance, for
example, etc.
 conclusions – thus, so, therefore,
consequently, etc.
 comparisons – similarly, by contrast,
etc.
 qualifications – yet, still, etc.
 additions – moreover, furthermore,
etc.
III. Conclusion
Make your final appeal to
 the reader, a finishing, all-
encompassing statement that wraps
up your presentation in a powerful or
even dramatic fashion. Normally a
single paragraph, brief and concise,
will suffice. The purpose of the
conclusion is to leave the reader with
an idea or thought that captures the
essence of the body while provoking
further reflection and consideration.

D. Discussing new concepts and practicing
new skills #1
Do “Let’s Do This”
Activity Sheet in English 6 (Quarter 2:
Week 6-Day 1,p. 2)
Work with a partner. Take turns to
talk about your preferred topic.
Choose from the following topics or
make up your own. Think for 30
seconds about what you will say on
the topic. Speak to your partner.
-An experience with a bully
-Interesting things you see in the sky
-My favorite book
Do Task 1: Let’s Talk About It
Activity Sheet in English 6 (Quarter
2: Week 6-Day 2,p. 2)
Task I: Let’s Talk About It
Talk with your seatmate. Try to
figure out the words from the text
that could define the underlined
words. Give your own definition.
1. For best flavor results, tenderize
your meat by marinating for varying
periods of time to make it softer,
thus, easier to cut and eat.
What clues in the sentence lead you
to your definition?
2. Margarette bought a whisk for
her cooking project. It is a a kitchen
tool that is used to
beat egg or other ingredients until
smooth.
What clues in the sentence lead you
to your definition?
Answer “Let’s Do This”Task 1
Activity Sheet in English 6 (Quarter
2: Week 6-Day 3,p. 2)
Discuss the guide questions in Do “Let’s Do This”
analyzing a secondary source. Task 1-Talk about the important
things to remember in making
Answer “Let’s Do This” composition.
Activity Sheet in English 6
Task 1: Read and Scrutinize
Bring out the materials (articles,
essays, fiction books, lyrics of any
songs, etc.) assigned to you by your
teacher. Discuss the material using
the analysis worksheet.
1. What is the title of the document?
2. Who is the author?
3. Who is the author’s intended
audience?

3. Mother prepares a fresh raw

fish fillet for the 7th birthday of
her son. She wants to
make sure that no more hair-like
bones will be stucked at the
children’s throat as these are
already boneless fish.
What clues in the sentence lead you
to your definition?
E. Discussing new concepts and practicing
new skills #2
Do “Task 2” Continuous Story
Activity Sheet in English 6 (Quarter 2:
Week 6-Day 1, pp. 2-3)
Task 2: Continuous Story
Assign a topic for each group
or the leader will pick a topic for their
group. Brainstorm with your
groupmates about the topic. Then,
each pupil in the group gets up.
Speaks for 10-20 seconds and starts
telling a story. When the time is up,
the next person has to get up and
continue the story.
So, obviously each person
doesn’t know what the person before
him/her is going to say but has to
continue the story.
The goal of this is to ensure
the story makes sense. This game
helps people engage in listening and
learn to be creative enough to make
the story continue on and make sense.
They may choose topics from the
following:
 persuade us that doing homework is
good/not good for you
 persuade us that watching cartoons
is good/not good for you
 persuade us that recess should be
longer
 explain why dogs are better than
cats (or the other way around)
 show us how to make a popsicle
pencil holder
 tell us why living on planet Earth is
better than living on planet Mars
 tell us what happened to the
dinosaurs
 tell us what makes you a good friend
to have
 My biggest concern for the world’s
future is… (why?)
Answer “Let’s Do More” Answer “Let’s Do More”Task 2
Task 2 – Pick the Clues Activity Sheet in English 6 (Quarter .
Activity Sheet in English 6 (Quarter 2: Week 6-Day 3,pp. 2- 3)
2: Week 6-Day 2,pp. 2-3)
Task 2. Arrange the words to make
Task 2: “Pick the Clues” sentences. Place the time
Work with your groupmates. Read expressions at the end of the
the selection. Determine the sentence.
meaning of the underlined word
using context clues. 1. haven't / recently / seen / I /
him
2. I'll / you / see / soon
Gina wants to cook but it
3. afterwards / met / at the store /
seems cooking is elusive to her. One
him / we
day, she asks her mother to teach
her how to cook. Mother starts it by
introducing her all the important
utensils needed in cooking.
Mother said, “This is a colander. It is
a bowl-shaped kitchen utensil with
holes in it.”
“What are those holes for?”, asked
Gina.
“Oh, they are used for
draining food such as pasta or
rice.”,answered mother. Then,
mother showed the flipper. “This is
a flipper. We use this in turning
hamburgers and other foods. That is
why it is flat and has a long handle”,
mother explained.
“Oh I see”, Gina said.
Then Gina took the dredger. “What
is this for, mommy?, she asked.
“That is a dredger. It is a
container with small perforated
holes that is used to hold flour,
herbs, or other similar ingredients
that are sprinkled on foods”,
Mother said. Mother took the
grater and the rotary eggbeater.
She explained that graters are used
to grate, shred, slice, and separate

F. Developing mastery (leads to Formative
Assessment 3)
 My biggest concern for my future
is ... (why?)
 Wealth should never be measured in
money or possessions. (why?)
 If I were an animal I'd be a/an ...
(because)
 Give your teacher an excuse for why
you didn’t do your homework.
(because)
Argue for or against chewing gum in
school. (why?)
Do. “Let’s Do Some More”Task 3
Activity Sheet in English 6 (Quarter 2:
Week 6-Day 1,p. 3)
Task 3: Make a Commercial
Get a bunch of things from your room
or from your bag and make a
commercial about these items. Show
to the class a random product. It
might be a lotion, a perfume, or it
could be anything. Present a 30
second to 1 minute commercial on
this product. Talk about why the
product is so awesome and why
people should buy it.
foods such as carrots, cabbage, and
cheese. Rotary eggbeater is used for
beating small amount of eggs or
batter. They are made of stainless
steel, and gear driven for ease in
rotating. It has also rotary blades for
mixing and whipping.
Gina listens well to her
mother. She jots down notes so she
can review the use of the kitchen
utensils.
Do “Let’s Do Some More”Task 3 Do “Let’s Do More”Task 2 Do “Let’s Do More”Task 2
Activity Sheet in English 6 (Quarter Activity Sheet in English 6 (Quarter 2: Activity Sheet in English 6 (Quarter 2:
2: Week 6-Day 3,p. 3) Week 6-Day 4,pp. 3-5) Week 6-Day 5,p. 3)
Task 2. Fill in the Gaps
Task 3. Create Your Own Task 2. My Own Opinion Read the essay below. Fill in the
Make sentences using the Work by group. Read the editorial correct word to complete the
following adverbs of time and entitled Martial Law as Panacea sentences.
place. then make an analysis using the Another final Effects may
1. monthly guide questions. Creates increases Obvious
2. three times a day results
3. at 6 O’clock Questions: Smoking has many serious
1. What is the title of the . The most effect is the
document? deterioration of a smoker's health.
2. Who is the author? Smoking the risk of lung disease,
3. Who is the author’s intended increases blood pressure, increases
audience? the risk of heart attacks, and reduces
the flow of oxygen to the brain.
Smoking respiratory problems.
A smoker's cough expels phlegm, a
thick mucus in the nose and the
throat that wants to escape the
body. Prolonged use lead to
emphysema and the need to hook up
to a machine to pump enough
oxygen into the lungs. effect of this
habit is that smoking breeds halitosis;
a smoker's breath always smells
foul and repulsive.
 Smoking frequently in
social isolation because fewer
people smoke or want to be in the
presence of second-hand smoke.
Friends and acquaintances often tell
their smoking friends that they don't
want the smell in their cars or in their
homes. The strong, offensive odor of
smoke clings to smokers' clothing,
hair, and skin. The effect of
smoking is that it depletes the
pocketbook. Smoking is now an
expensive habit, and the price of
cigarettes continues to rise. The of
smoking are many, which leaves
one wondering why intelligent
people do not find a way to break
their harmful addiction.
What are the cause and effects of
smoking?
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I.Evaluating learning
J. Additional activities for application or
Ask: In what situations can
we apply the skill in delivering
impromptu remarks?
Read “Let’s Remember”
Activity Sheet in English 6 (Quarter 2:
Week 6-Day 1,p. 4)
An impromptu remark is delivered
without preparation or thought ahead
of time. When delivering an
impromptu remark, remember to
organize your ideas by having an
introduction, body, and conclusion.
Do “Task 4”
Activity Sheet in English 6 (Quarter 2:
Week 6-Day 1,p. 3)
Task 4: My Friend’s Fictional Life
Work in pairs. Introduce your partner
in front of the class. Instead of using
correct information about him/her,
create a fictional life for your partner.
It can be as ludicrous as you want it to
be.
Example:
Hi, this is Jane Santos. She is a grade
six pupil. She is extremely
adventurous. She doesn’t stay at home
during summer vacations. Whenever
she leaves the house, she always
comes back with lots of stories. The
most adventurous thing she did was
when she went to Nepal by herself and
climbed the summit of Mount Everest.
She is absolutely amazing!
Let the learners practice
Ask: When can we apply
using context clues in real life
situations?
Read “Let’s Remember”
Activity Sheet in English 6 (Quarter
2: Week 6-Day 2,p. 4)
Context clues are hints
that good readers use to decode
the meaning of unfamiliar words.
This is a skill that enables a reader
to comprehend advance texts.
to decode the meaning of
unfamiliar words. This is a skill that
enables a reader to comprehend
advance texts.
Do “Let’s Test Ourselves”Task 3
Activity Sheet in English 6 (Quarter
2: Week 6-Day 2,p. 3)
Task 3. Read and Understand
Encircle the clue in each sentence
which can give the meaning of the
underlined words.
1. The boy pulverized sesame seeds
with mortar and pestle. It is a
kitchen tool used to prepare
ingredients by crushing and grinding
them into a fine paste or powder.
2. Trying to eat healthier, the
woman’s diet allowed her to saute
the chicken in a little amount of oil
as opposed to deep frying it.
3. Anchovies are small silvery fish
that come from the Mediterranean,
usually salt cured and canned in
olive oil. These add great
Flavor to many foods.
Do “Let’s Enrich Ourselves”Task 4
Ask: In what in real life
situations can we apply the skill in
composing clear and coherent
sentences using adverbs of time
and place?
Read “Let’s Remember”
Activity Sheet in English 6 (Quarter
2: Week 6-Day 3,p. 4)
Adverbs of time tell when an
action happened or will
happen. It can also tell for
how long and how often the
action is being done. Adverbs
of place tell where things
happen.
Do “Let’s Test Ourselves”Task 4
ctivity Sheet in English 6 (Quarter
2: Week 6-Day 3,pp. 3-4)
Task 4. Single Me Out
Choose the correct adverb of time
to complete the sentences.
1. I am going to bed __tonight.
a. early
b. tomorrow
c. yesterday
d. now
2. I need your report __, not
tomorrow. I can’t wait any longer.
a. late
b. then
c. now
d. next week
3. Yuri has to go to the market
__to buy some ingredients.
a. tomorrow
b. next week
c. today
d. yesterday
Ask: Where do we apply the
skill in analysing different sources?
Read “Let’s Remember This”
Activity Sheet in English 6 (Quarter 2:
Week 6-Day 4,p. 7)
Secondary sources are created
after event; sometimes a long time
after something happened. It often
uses primary sources as examples. It
expresses an opinion or an argument
about a past event. History text
books, historical movies, essays,
journals and biographies are other
examples of secondary sources.
Answer “Let’s Test Ourselves”Task 3
Activity Sheet in English 6 (Quarter 2:
Week 6-Day 4,pp. 5-6)
Task 3. Read and Analyze
Read the essay below about bullying.
Analyze this using the guide
questions.
Questions:
1. What is the title of the
document?
2. Who is the author?
3. Who is the author’s intended
audience?
Answer “Let’s Enrich Ourselves”
Ask: How do visual media
help us understand what is being
depicted?
Discuss to the class:
A good composition has an
introduction, a body, and a
conclusion.
Do “Let’s Test Ourselves” Task 3
Activity Sheet in English 6 (Quarter 2:
Week 6-Day 5,p. 4)
Task 3. Elaborate
Pick one topic below and write a 4-
paragraph composition showing
cause and effect. Use guide questions
in organizing your ideas.
 Effects of Pollution
 The Changes in the Ocean
 Internet Influence on kids
 remediation how to deliver impromptu remarks in Activity Sheet in English 6 (Quarter Task 4 ; Activity Sheet in English 6
any event. 2: Week 6-Day 2, p.4) (Quarter 2: Week 6-Day 4,p. 7)

Use the four fold vocabulary to Task 4. Let’s Decide

understand better the meaning of Determine if the source would be a
Primary Source(P) or a secondary
the words. Follow the instructions
Source(S).
on how to accomplish the template.
-Write your vocabulary words in the 1) A painting by
first column. Leonardo Da Vinci
-Define each vocabulary word in 2) A letter from John
Smith about his meeting with the
your own words or use clues from
Powhatan Indians
the sentence. Write it in the
3) A text book describing
second column.
the 'the great war
-Draw a symbol or picture to
represent the word in the third
column.
-Write an original sentence using
the word in the fourth column.

V. REMARKS
VI. REFLECTION

A. A. No. of learners who earned 80% in the

evaluation
B. B. No. of learners who require additional
activities for remediation
C. C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. 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. G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?