GRADES 1 to Division Lanao del Norte Grade level VI

12 School Camalan Elementary School

DAILY Teacher JAY-R A. ACLAO Learning Area ENGLIS
LESSON LOG Time/Date January 18, 2024 Quarter II
I. OBJECTIVES
A.Content Standards Demonstrates understanding of the elements of literary and expository texts
for creative interpretation.
Demonstrates understanding of the elements of literary and expository texts
for creative interpretation.
The learner reads various text types materials to serve learning needs in meeting a
wide range of life’s purposes.

B. Performance Uses information derived from texts in presenting varied oral and written
Standards activities
The learner listens critically; communicates feelings and ideas orally and in writing
with a high level of proficiency;

C. Learning Cognitive: Identify the different sources of information

Competencies/
Objectives Psychomotor: Compare and contrast content of materials viewed to Print (EN1PA-
IIIa-e- 2.2)
Affective: Appreciate the importance of sources of information
D. Specific At the end of this lesson, you can compare and contrast content of materials viewed
Objectives Print.
E. Integration of ESP and Science
Content within and
across curriculum ESP Integration: Nakagagamit nang may pagpapahalaga at pananagutan sa kabuhayan at
pinagkukunang-yaman EsP6PPP- IIIe–36
Science Integration: Describe the different seasons in the Philippines S6ES- IVc-3
Values Integration: Care for bodies of water

Policy Guidelines: DepEd Order no. 5 s. 2014 known as Solid Waste Management

II.CONTENT
Subject Matter Comparing and contrasting content of materials viewed to Print
III. Learning
Resources
A. References
1.Teacher’s Guide none
Pages
2.Learners Material none
Pages
3.Textbook Pages Joy in Learning English , page 123
4.Additional Powerpoint Presentation, Video, Strips, Posters
Materials
IV.Procedures Teacher’s Activity Learner’s Expected Responses
A. Reviewing Preliminaries. (Pupils do as told)
previous  Prayer
lesson or  Greetings
presenting the  Dance Energizer
new lesson  Classroom Rules

Fluency: Word Recognition through

Powerpoint Presentation using Explicit
Teaching. (I do, We do, You do)

Words:
Words:
milkfish dead baffling
environmentalist climate change 500 milkfish dead baffling
metric tons floating towns environmentalist climate change ton
agriculturist sudden perception floating towns agriculturist sudd
depletion oxygen scientists deaths perception depletion oxygen
scientists deaths

B. Establishing a Before we start our lesson for today, let

purpose for us
the lesson First sing a song entitled “Action Song”.
“Action Song”
Let’s watch the video and do the actiob
Fluency: Reading of Phrases and
Sentences through Powerpoint
Presentation using Explicit Teaching. (I
do, We do, You do)
Phrases:
Hundreds of thousands of milkfish
Washed up dead
Floating in the water
Over climate change issues
In the six towns
local town agriculturist
A sudden climate change in the area
Depletion of oxygen in water
Phrases:
Hundreds of thousands of milkfish
Washed up dead
Floating in the water
over climate change issues
In the six towns
Local town agriculturist
A sudden climate change in the area
Depletion of oxygen in water
Sentences:
Hundreds of thousands of milk fish
washed up dead.

Sentences: the cause of the fish kill was a sudd

climate change in the area.
Hundreds of thousands of milk fish
washed up dead. The common perception about fish kil
linked to the depletion of oxygen
The cause of the fish kill was a sudden water.
 climate change in the area. Scientists believe that deaths are
related to activities inside Taal volcano
The common perception about Fish kill
is linked to the depletion of oxygen in
water.
Scientists believe that deaths are not
related to activities inside Taal volcano.

C. Presenting Pre-Reading:
examples/insta
nces of the Let us read some difficult words through
new lesson Powerpoint Presentation.

Words: Words:

Milkfish Environmentalist Climate Milkfish Environmentalist Climate

change, 500 metric tons Agriculturist change, 500 metric tons Agriculturi
dead scientists dead scientists
depletion oxygen depletion oxygen

UNLOCKING OF DIFFICULTIES:
Using Rebus, Context Clues and Concept
Map

Say: I prepared stations for you to enjoy

and explore. Your task is to complete the
station before you can proceed to the
remaining two.

Game-Based Learning through

Carousel

Station 1:
Station 2: Using Concept Map
Describe Me!! Possible Answers:
Air wind inhale
cannot be seen supports life
Colorless white fresh

Station 3: Using Concept Map

Describe Me!!
Possible Answers:
Rainy stormy hot
Sunny shift typhoon
Pollution heat deforestation
 Possible Answer:
The picture shows a massive fish kill or
Motivation: Guess What? death of fish.

Motive Question:
What can you say about the picture?
Why are the fishes dying?

During-Reading:

Today, I am going to read an article

taken from a newspaper about the
incident of fish kill in the country but
before that, I will remind you again the
Standards of Good Listening Skills.

Standards in Listening to a Selection:

1. Sit up straight.
2. Keep hands and feet still.
3. Watch with your eyes.
4. Keep lips closed.
5. Listen with your ears.

Presenting a News Article using Explicit

Teaching: I Do, We Do, You do.
 Answers:
1. Fish Kill

2. Taal Lake in Talisay, Batangas

hotos-70

3. 500 Metric tons

Comprehension -Check:

1. What incident was seen as problem by

Symbol: 500 Metric tons
Environmentalist? Word: Five Hundred Thousand Kilogra
2.Where did the incident happen?

3. How many tons of fish were seen

floating in the water in the past two days? 4. Sudden Climate Change

Numeracy: Call a pupil to write the

value of 500 Metric tons in Kilograms.
Literacy: Call another pupil to write
500,000 kilograms in words.

4. What caused the massive fish kill

according to local town agriculturist?

Science Integration: Describe the

different seasons in the Philippines
S6ES- IVc-3
Say: There are two (2) seasons in the
Philippines based from its topography
being a tropical country, these are Wet
and Dry Seasons. These two make up
the climate of the country.
5. What common perception about fish
kill is linked into?
Values Integration: How do we take
good care the bodies of water that
surround us?
ESP Integration: Nakagagamit nang
may pagpapahalaga at pananagutan sa
kabuhayan at pinagkukunang-yaman
EsP6PPP- IIIe–36
So, what will you do to fight against fish
kill and to protect the bodies of water
such as lake,, rivers, ponds and sea?
Presentation of the lesson:
Based from the article read earlier, what
are the sources of information that we
can get for information?
Today, we are going to discuss about
Comparing and contrasting content
5. Depletion of oxygen in water
As prescribed by DepEd Order no. 5 s.
2014 known as Solid Waste Manageme
The guideline integrates biodiversity
conservation and climate change
mitigation and adaptation as well as
practicing waste management principle
such as minimization, segregation at
source, reduction, recycling, re-use and
composting to address waste
management. (Policy Guidelines)
As an individual, everyone should be
accountable to fight against global
warming and start the practice of waste
management to stop polluting the
environment particularly bodies of wate
and and to possible refrain the incidenc
of fish killing as a result of climate
change. Everyone is responsible to take
good care of the natural resources since
gives livelihood also to fishermen who
relies on fishing.
Possible Answers: Books, internet,
Television, Radio, Online Sites,
Newspapers and etc.
 of materials viewed to Print.

D. Discussing Those words you have said about the

new concept pictures
and practicing are action words. Printed Materials consists of all written
new skills #1 Action words are also called verbs. materials which convey planned course
Verbs are action words. information. Examples of this resources
Lesson Proper: are printed versions of textbooks,
newspapers, magazines, journals,
What is Printed Materials? pamphlets, reference books, magazines
newspapers and journals.
Viewing Materials go through processe
and stages of production before they are
shown to people. They are designed to
seen, viewed or watched. Examples are
Videos, Movies, Vlogs, live stream,
documentaries, newsflash and
What is Viewing Materials? infomercials.

E. Discussing Discuss the concept of Compare and

new concepts Contrast
and practicing
new skills #2 Compare - to determine the similarities
between two things that are related in
some way.
Contrast- to determine the differences
between two things that are related in
some way.

How to compare and contrast the

similarities and difference between two To compare and contrast the similaritie
things that are related in some way. and difference between two things, we
can use Venn Diagram or table.
F. Developing Provide activity about the similarities and
Mastery difference using Venn Diagram or table.
Using a Venn Diagram:
Using a Table:

Banana Lemon
sweet sour
Yellow in color Yellow in color
Elongated oblong
With peel With peel
fruit fruit
seedless With seeds

G. Finding Group the pupils into three and give

Practical
Application of them task to perform.
Concepts and Group 1: Make a Venn Diagram in
Skills in Daily comparing and contrasting newspaper
Living
and TV news.
 Group 2: Make a Venn Diagram in
comparing and contrasting a Dictionary
book and Offline Webster Dictionary.

Group 3: Make a Venn Diagram in

comparing and contrasting an
Advertisement Poster and TV
Advertisements.

H. Making I learned about Comparing and

Generalization What have you learned today? contrasting content of materials view
and to Print using Venn Diagram and Tabl
Abstractions
about the
Lesson
 I. Evaluating Direction: Compare and Contrast DepEd
Learning Video Lesson and Science Textbook Rubric for Scoring:
using Venn Diagram.
(By Pair)

J. Additional Make a 30 second Video Advertisement

Activities for on any Brand of Shampoo or Detergent
Application Soap.
and
Remediation

IV. REMARKS
V. REFLECTION
A.No.of Learners who earned 80% on
the formative
assessment________________________
________________________
B.No.of learners who require additional
activities for
remediation._______________________
_______________________
C.Did 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?_________________

Prepared by: Checked by:

Jay-R A. Aclao Nive M. Villaflores

MT-I School Head