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ENG 6 DLL-IDEA Q1-W7Log

General Education (Capiz State University)

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 lOMoARcPSD|26097304

School: Sanja Mayor Elementary School Grade Level: VI

GRADES 1 to 12 Teacher: LYCKA F. MASAGA Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and Time: October 3-7, 2022 Quarter: 1st Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learner...

Demonstrates understanding of various linguistics nodes to comprehend various texts.

A. Content Standards
Demonstrates understanding to text types to listen for different purposes from a variety of texts.
Demonstrates understanding of text types in order to construct feedback.

The learner...

Analyzes text types to effectively understand information/message (s)

B. Performance Standards
Uses linguistic cues to effectively construct meaning from a variety of text for a variety of purposes.
Uses literal information from text heard to construct appropriate feedback.

C. Learning Competencies/Objectives Make connections between Make connections between Make connections Make connections between Make connections between
information viewed and personal information viewed and between information information viewed and information viewed and
experiences. EN6VC-IVd-1.4 personal experiences. EN6VC- viewed and personal personal experiences. EN6VC- personal experiences.
IVd-1.4 experiences. IVd-1.4 EN6VC-IVd-1.4
EN6VC-IVd-1.4
Making Connections Making Connections Making Connections Making Connections Making Connections
II. CONTENT
III. LEARNING RESOURCES
A. References
TG by DepEd TG by DepEd TG by DepEd TG by DepEd TG by DepEd
1. Teacher’s Guide pages
2. Learner’s Materials pages LM by DEpEd LM by DEpEd LM by DEpEd LM by DEpEd LM by DEpEd
3. Textbook pages
4.Additional Materials from Learning PIVOT MODULE 6 PIVOT MODULE 6 PIVOT MODULE 6 PIVOT MODULE 6 PIVOT MODULE 6
Resource (LR) portal
B. Other Learning Resources Images, ppt Images, ppt Images, ppt Images, ppt Images, ppt
IV. PROCEDURES

REVIEW REVIEW REVIEW REVIEW REVIEW

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A. Introduction What are the most What are the three ways What are the three ways What are the common What are three ways
common types of visual on how a learner can on how a learner can questions that you can ask in on how a learner can
elements? make connections? make connections? connecting personal experience make connections?
to what you read or viewed.?
MOTIVATION MOTIVATION MOTIVATION
Pick one image and tell us MOTIVATION
how it become memorable Listen to the song
to you. “Batang- batang ka pa by
Apo Hiking Society”
As a student, how can you
relate to the song? Being a
What does this image remind family member? As a Filipino
you of? citizen?

PRESENTATION PRESENTATION
Group the words that shall go Examine the image and relate
If you could travel it to what is going on in your
together. Then, pick the through time, which life, your community, and the
proper heading for them would you choose: the world.
past, the present, or the
based on their existing future, and why?
relationships or connections.
PRESENTATION
Study the picture below.
Read the short text.

A Tribute to Frontliners
Most of the countries
were shocked by the
spread of a new
contagion
that has affected millions
of people. This is the
COVID-19 that has posed
serious threats to human
PRESENTATION health across the globe.
Consequently, our doctors,

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 Bounced-Back
Typhoon Ambo, the first
typhoon in 2020 has
brought heavy rains and
strong winds that made the
denuded and low-lying
areas covered with floods.
Some properties were
nurses, uniformed personnel,
destroyed leaving people
volunteers
with nothing but hunger.
and concerned
Most of them were from
individuals have
Region IV-A CALABARZON,
courageously fought to
especially those from the
prevent the spread
southern part of Quezon
of this pandemic even
who were hit by this typhoon
risking their lives for the
with the classification of
sake of mankind. They are
TSWS No. 3. This typhoon
called frontliners, our
damaged not only their
modern-day heroes. They
properties but even their
have responded to the call
sources of living. Their
of their duties even with
crops were washed-out.
lack of personal protective
Houses and even livestock
equipment.
were greatly affected. Yet,
they were strong and pliant Finally, their bravery
people who remained deserved to be applauded
positive amidst this and recognized.
catastrophic event brought Salute to you,
by this natural calamity. dearest frontliners!
Consequently, their faith in the
Most Powerful Creator
remained supreme believing
that they could recover in the
soonest possible time in this
true test of their well-being.
Finally, they repaired their
houses and other properties
and regained control of their
livestock and crops.
B. Development DISCUSSION DISCUSSION DISCUSSION DISCUSSION Giving Instructions before
How are the words in Column 1 Complete the activity sheet 1. What does this How does this image similar in taking the quiz

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connected?
How are the words in
Column 2 connected?
How are the words in
Column 3 connected?
There are three ways on how
a learner can make
connections:
-Text-to-self connections are
highly personal connections
that a reader makes between a
piece of reading material and
the reader’s own experiences
or life.
- Text-to-text connections
occur when readers are
reminded of what they have
read/viewed with the other
books by the same author,
stories from a similar text type,
or perhaps on the same topic.
Readers gain insight during
reading by thinking about how
the information they are
reading connects to other
familiar text.
- Text-to-world connections are
the larger connections that a
reader brings to a reading
situation. This allows the
reader’s ideas about how the
world works that goes far
beyond own personal
experiences. We learn about
things through television,
movies, magazines, and
newspapers. Often, it is the
text- to-world connections that
teachers are trying to enhance
when they teach lessons in
science, social studies, and
literature.
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below by showing
connections between your
personal experiences and
the context of the story read.
Text-to-Self
Here are some of the
common questions that you
can ask in connecting
personal experience to what
you read or viewed.
 What does this remind
me of something in my
life?
 What is this similar to in
my life?
 How is this different
from my life?
 Has something like this
ever happened to me?
 How does this relate to
my life?
 What were my feelings
when I read this?
 Have I changed my
thinking as a result of
reading this?
 What have I learned?
Are there similarities /
differences in ...
My life My family My friends
Holidays I have been on
Things I have seen
Experiences
phenomenon remind you in your life?
your life? How does this image differ
2. What experience is in your life?
similar to your life
experiences? How do we make connections
3. How is this different to the texts we've
from your life? read/viewed?
4. Has something like
this ever happened to Making connections is a skill
you? in reading or viewing that
5. How does this relate links what the learners’ read
to your life? and viewed to what they
6. What were your already know or
feelings when you saw experienced.
and read this text? 7. This helps them comprehend
Have you changed your texts, passages, videos and
thinking as a result of pictures read or viewed by
seeing and reading this? activating their prior knowledge
and making meaning of what
they read or viewed.
There are three ways on how
a learner can make
connections:
1. Text-to-self—occurs when
we make connections
between personal
experience and the text.
2. Text-to-text—occurs when
we make connections
between other
texts and the text we
are reading.
3. Text-to-world—occurs when
we relate the text with what
we already know about the
world.
 Feelings I have had A
place I have been
Text-to-Text
Here are some of the
common questions that you
can ask in connecting
text/picture/video you read or
viewed to another text.
 What does this remind
me of in another
book/picture/video I’ve
read/viewed?
 How is this
text/picture/video similar to
other things I’ve read/
viewed?
 How is this different from
other
books/texts/picture/videos I’ve
read/viewed?
 Have I read about
something like this before?
Are there similarities /
differences in ...
Topic Theme Message Plot
Character Fact Opinion
Information
Vocabulary
Text-to-World
Connecting real world
happenings to texts .
 What does this remind
me of in the real world?
 How is this text similar
to things that happen
in the real world?
 How is this different
from things that happen in
the real

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 world?
 How did that part relate
to the world around me?
Are there similarities
/ differences in ...
Current events, local situation,
news story, daily conversation
etc
C. Engagement ACTIVITY ACTIVITY
Study the picture below then
Connect the pictures to the
complete the task in your
words related to them. notebook by showing
connections with your personal
experiences.
A. Symptoms and prevention
The Scenic View of the
B. Air Pollution by
Rice field
It soothes and brightens the
Transportation
feeling
C.Safe and Unsafe surrounding
of a tired farmer every time
he will see the
D.Do regular hand washing
beauty of his hard work.
E.Comparison of poor and rich Its greenery and fresh air truly
F. Avoid touching your face wipes away all his worries.
G.Observe social distancing
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ACTIVITY
Complete the prompt by
supplying the needed
information. Use the text A
Tribute to Frontliners as your
reference.
1. Every time I watch a
movie showing sacrifices
and heroism like what our
frontliners did I remember
_ phenomenon remind you in
2. The act of heroism
of frontliners is like
my life because
ACTIVITY Test proper
Read the short passage. Then,
answer the questions that
follow. Write your answers in
your notebook.
1. What does this
your life?
2. What experience is similar
to your life experiences?
3. How is this different
from your life?
4. Has something like this
ever happened to you?
5. How does this relate to
your life?
6. What were your
feelings when you see
and read this text?
7. Have you changed your
thinking as a result of seeing
and reading this?
D. Assimilation Checking of Test
APPLICATION APPLICATION APPLICATION APPLICATION
Read and analyze the Read and analyze the Complete each prompt by
Identify what type of
texts below. In your texts below. In your supplying the needed
connection was used on the notebook, write its notebook, write its information. Use the picture and
connection to your connection to your the text below as your
following sentences.
personal experiences, to personal experiences, to reference. Write
1. This story reminds me of a your community, or to your community, or to your answers in your
the world by completing the world by completing notebook.
vacation we took to my
the table below. the table below.
grandfather’s farm.
2. This character has the
same problem that I read
about in a story last year.
3. I saw a program on
television that talked about
things described in this article.
GENERALIZATION GENERALIZATION
(http://www.mandygregory.com/
What are the common What are the common
The Earth’s condition is
makingconnections_mini_lessons questions that you can ask in questions that you can ask
worsening due to indiscriminate
connecting personal in connecting personal
.htm) activities of
experience to what you read or experience to what you
humans. Their overt attitudes
viewed. read or viewed.
GENERALIZATION towards the improper
What are the three ways on utilization of the
how a learner can make natural resources truly harm
connections? the environment; thus,
creating ecological imbalance
Text-to-self connections and global chaos.
Text-to-text connections 1. This picture is like
Text-to-world connections
because
2. The picture’s message is
like our lesson in

because

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E. Assessment Examine the picture below,
then answer the questions that
follow. Write your answers in
your answer sheet.
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Study the picture. Think of
its connection to you, your
community and the world.
Write your answers in your
answer sheet.
Study the picture. Think of
its connection to you, your
community and the world.
Write your answers in your
answer sheet.
GENERALIZATION
Making connections is a skill
in reading or viewing that
links what the learners’ read
and viewed to what they
already know or
experienced.
This helps them comprehend
texts, passages, videos and
pictures read or viewed by
activating their prior knowledge
and making meaning of what
they read or viewed.
There are three ways on how
a learner can make
connections:
1. Text-to-self—occurs when
we make connections
between personal
experience and the text.
2. Text-to-text—occurs when
we make connections
between other
texts and the text we
are reading.
3. Text-to-world—occurs when
we relate the text with what
we already know about the
world.
Complete each prompt by Recording of Scores
supplying the needed
information. Use the picture
below as your reference. Write
your answers in your answer
sheet.

Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
on this formative assessment
B. No. of learners who require
additional activities for remediation
 What does this remind me of
in my life?
 How will you relate or
connect the picture to your
growth and development?
 How is it also connected
to what is happening in the
world today?
Think of a story that you can
connect to your life. How
does it relate to your life?
Lesson carried. Move on to
the next objective.
Lesson not carried.
% of the pupils got 80%
mastery
Pupils did not find
difficulties in answering their
lesson.
Pupils found difficulties in
answering their lesson.
Pupils did not enjoy the
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Think of a movie that you
can connect to your life. How
does it relate to your life?
Lesson carried. Move on
to the next objective.
Lesson not carried.
34 % of the pupils got
80% mastery
Pupils did not find
difficulties in answering their
lesson.
Pupils found difficulties in
answering their lesson.
1. I saw something like this
when I watched/read (name
of TV programs, title of
news article, title of video
watched like
documentaries)
. What I
know is
2.
This reminds me of
something that happened
before such as
Think of a movie that you Think of a movie that you can Create an image that
can connect to your life. How connect to your life. How you can relate to
does it relate to your life? does it relate to your life? yourself, the
community and to the
world.
Lesson carried. Move on Lesson carried. Move on Lesson carried. Move on
to the next objective. to the next objective. to the next objective.
Lesson not carried. Lesson not carried. Lesson not carried.
_34 % of the pupils got % of the pupils got 80% % of the pupils got
80% mastery mastery 80% mastery
Pupils did not find Pupils did not find Pupils did not find
difficulties in answering their difficulties in answering their difficulties in answering their
lesson. lesson. lesson.
Pupils found difficulties Pupils found difficulties in Pupils found difficulties
in answering their lesson. in
answering their lesson. Pupils did not enjoy the answering their lesson.

C. Did the remedial lessons work?
No. of learners who have caught up
the lesson
D. No. of learners who continue
to require remediation
lesson because of lack of
knowledge, skills and interest
about the lesson.
Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
Pupils mastered the lesson
despite of limited resources
used by the teacher.
Majority of the pupils
finished their work on time.
Some pupils did not finish
their work on time due to
unnecessary behavior.
of Learners who earned
80% above
of Learners who require
additional activities for
remediation
Pupils did not enjoy the
lesson because of lack of
knowledge, skills and
interest about the lesson.
Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions
asked by the teacher.
Pupils mastered the
lesson despite of limited
resources used by the
teacher.
Majority of the pupils
finished their work on time.
Some pupils did not
finish their work on time due
to unnecessary behavior.
of Learners who earned
80% above
of Learners who require
additional activities for
remediation
Pupils did not enjoy the
lesson because of lack of
knowledge, skills and
interest about the lesson.
Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
Pupils mastered the
lesson despite of limited
resources used by the
teacher.
Majority of the pupils
finished their work on time.
Some pupils did not
finish their work on time
due to unnecessary
behavior.
of Learners who earned
80% above
of Learners who
require additional activities
for remediation
lesson because of lack of
knowledge, skills and interest
about the lesson.
Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
Pupils mastered the
lesson despite of limited
resources used by the
teacher.
Majority of the pupils
finished their work on time.
Some pupils did not finish
their work on time due to
unnecessary behavior.
of Learners who earned
80% above
of Learners who require
additional activities for
remediation
Pupils did not enjoy the
lesson because of lack of
knowledge, skills and
interest about the lesson.
Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
Pupils mastered the
lesson despite of limited
resources used by the
teacher.
Majority of the pupils
finished their work on time.
Some pupils did not
finish their work on time
due to unnecessary
behavior.
of Learners who
earned 80% above
of Learners who
require additional activities
for remediation

E. Which of my teaching Yes No Yes No Yes No Yes No Yes No

strategies worked well? Why did of Learners who caught of Learners who of Learners who of Learners who caught of Learners who
these work? up the lesson caught up the lesson caught up the lesson up the lesson caught up the lesson
F. What difficulties did I encounter of Learners who continue of Learners who of Learners who of Learners who of Learners who
which my principal or supervisor help to require remediation continue to require continue to require continue to require continue to require
me solve? remediation remediation remediation remediation
G. What innovation or localized Strategies used that work well: Strategies used that work Strategies used that work Strategies used that work well: Strategies used that work
materials did I used/discover which I Metacognitive well: well: Metacognitive well:
wish to share Metacognitive
with other teacher?

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Development: Examples: Self Development: Examples: Self Metacognitive Development: Examples: Self Metacognitive
assessments, note taking and assessments, note taking and Development: Examples: assessments, note taking and Development: Examples:
studying techniques, and studying techniques, and Self assessments, note taking studying techniques, and Self assessments, note taking
vocabulary assignments. vocabulary assignments. and studying techniques, vocabulary assignments. and studying techniques,
Bridging: Examples: Bridging: and vocabulary Bridging: and vocabulary
Think-pair-share, quick-writes, Examples: Think-pair-share, assignments. Examples: Think-pair-share, assignments.
and anticipatory charts. quick-writes, and Bridging: quick-writes, and anticipatory Bridging:
anticipatory charts. Examples: Think-pair-share, charts. Examples: Think-pair-share,
Schema-Building: quick-writes, and quick-writes, and
Examples: Compare and Schema-Building: anticipatory charts. Schema-Building: anticipatory charts.
contrast, jigsaw learning, peer Examples: Compare and Examples: Compare and
teaching, and projects. contrast, jigsaw learning, peer Schema- contrast, jigsaw learning, peer Schema-
teaching, and projects. Building: Examples: teaching, and projects. Building: Examples:
Contextualization: Compare and contrast, Compare and contrast,
Contextualization: jigsaw learning, peer Contextualization: jigsaw learning, peer
Examples:
teaching, and projects. teaching, and projects.
Demonstrations, media, Examples:
manipulatives, repetition, and Demonstrations, media, Contextualization:
Examples:
local opportunities. Demonstrations, media, Contextualizatio manipulatives, repetition, and Examples:
manipulatives, repetition, and n: local opportunities. Demonstrations, media,
local opportunities. Examples: manipulatives, repetition,
Text
Demonstrations, media, and local opportunities.
Representation: Text
manipulatives, repetition, Representation: Text
Examples: Student Text
and local opportunities. Representation:
created drawings, videos, and Representation: Examples: Student
games. created drawings, videos, and Examples: Student
Examples: Student
Text games. created drawings, videos,
Modeling: Examples: created drawings, videos, and
Representation: and games.
Speaking slowly and clearly, games. Modeling: Example
modeling the language you want Examples: Student s: Speaking slowly and Modeling: Exam
Modeling: Exampl
students to use, and providing created drawings, videos, clearly, modeling the language ples: Speaking slowly and
es: Speaking slowly and
samples of student work. and games. you want students to use, and clearly, modeling the
clearly, modeling the
/_Modeling: Exa providing samples of student language you want students
language you want students
Other Techniques and Strategies to use, and providing work. to use, and providing
mples: Speaking slowly
used: samples of student work.
samples of student work. and clearly, modeling the
Explicit Teaching Other Techniques and Other Techniques and
language you want students
Group collaboration Strategies used: Strategies used:
Other Techniques and to use, and providing
Gamification/Learning throuh Strategies used: Explicit Teaching Explicit Teaching
samples of student work.
play Explicit Teaching Group collaboration Group collaboration
Other Techniques and Gamification/Learning Gamification/Learning
throuh play

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 Answering preliminary
activities/exercises
Carousel
Diads
Differentiated Instruction
Role Playing/Drama
Discovery Method
Lecture Method
Why?
Complete IMs
Availability of Materials
Pupils’ eagerness to learn
Group member’s
collaboration/cooperation
in doing their tasks
Audio Visual Presentation
of the lesson
Checked by:
RAYMUNDA M. HERNANDEZ
Principal II
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Group collaboration Strategies used: Answering preliminary throuh play
Gamification/Learning _/_ Explicit Teaching activities/exercises Answering preliminary
throuh play Group collaboration Carousel activities/exercises
Answering preliminary Gamification/Learning Diads Carousel
activities/exercises throuh play Differentiated Instruction Diads
Carousel Answering preliminary Role Playing/Drama Differentiated
Diads activities/exercises Discovery Method Instruction
Differentiated Instruction Carousel Lecture Method Role Playing/Drama
Role Playing/Drama Diads Why? Discovery Method
Discovery Method Differentiated Complete IMs Lecture Method
Lecture Method Instruction Availability of Materials Why?
Why? Role Playing/Drama Pupils’ eagerness to learn Complete IMs
Complete IMs Discovery Method Group member’s Availability of Materials
Availability of Materials Lecture Method collaboration/cooperation Pupils’ eagerness to
Pupils’ eagerness to learn Why? in doing their tasks learn
Group member’s Complete IMs Audio Visual Presentation Group member’s
collaboration/cooperation Availability of Materials of the lesson collaboration/cooperatio
in doing their tasks Pupils’ eagerness to n
Audio Visual Presentation learn in doing their tasks
of the lesson Group member’s Audio Visual
collaboration/cooperatio Presentation
n of the lesson
in doing their tasks
Audio Visual
Presentation of the lesson
Prepared by:
LYCKA F. MASAGA
English Teacher