School: Matingbe Elementary School
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
Write the LC code for each
II. CONTENT
(Subject Matter)
III. Learning Resources
A.References
1.Teacher’s Guide Pages
2.Learner’s Materials Pages
3.Textbook Pages
4. Additional Materials from
Learning Resources (LR) Portal)
B.Other Learning Resources
Teacher: VIEMA G. EVIOTA
Teaching Dates and
Time: AUGUST 29 – SEPTEMBER 1, 2023 (WEEK 1)
MONDAY TUESDAY
Listening
Analyze sound devices
(onomatopoeia, alliteration,
assonance, personification,
irony and hyperbole) in a text
heard
EN6LC-Ia-2.3.1 –
EN6LC-Ia-2.3.8
Analyzing sound devices
(onomatopoeia, alliteration,
assonance, personification,
irony and hyperbole) in a text
heard
Curriculum Guide
EN6LC-Ia-2.3.1 –
EN6LC-Ia-2.3.8
English for All Times 6
(Reading) pp.144-147
English For You and Me
(Reading) pp. 51- 52
Using Figurative Speech,
lrmds
Copy of poem, pictures,
Grade Level: VI
Learning Area: ENGLISH
Quarter: 1ST QUARTER
WEDNESDAY THURSDAY FRIDAY
Relate an experience Demonstrates Compose clear and coherent
appropriate to the understanding of various sentences using appropriate
occasion. linguistics nodes to grammatical structures:
comprehend various texts Pluralization of regular nouns
Infer meaning of Analyzes text types to
idiomatic expressions effectively understand
using context clues. information/message(s)
Speaking Reading Speaking
Derive meaning of Analyze sound devices Compose clear and coherent
common idioms through (onomatopoeia, sentences using appropriate
text. alliteration, assonance, grammatical structures:
consonance) Pluralization of regular nouns
EN6V-Ia-12.3.1 ENGRC –IA 2.3.1 ENGG-1A-2.3.1
En6v-Ia-2.3.1 ENGRC –IA 2.3.1
Inferring meaning of Analyzing sound devices Composing clear and
idiomatic expression (onomatopoeia, coherent sentences using
using context clues. alliteration, assonance, appropriate grammatical
consonance) structures: Pluralization of
regular nouns
PELC III 3.3
Growing in English 6 English for all times English For You and Me
(Reading), pages 228- (Reading), pages 144-146 (Reading) pp. 46-48
229
Using Figurative Speech,
lrmds
charts/paragraph, pictures Pictures, charts

IV.PROCEDURES
A.Review Previous Lessons
B. Establishing purpose for the
Lesson
C. Presenting examples /instances
of the new lessons
videos
1. Spelling drill # 1
2. Say: Do you love to read
poems?
What makes a poem different
from other literary piece?
Let the students listen to the
poem Clouds
Tell the figure of speech What do you see in the Read the following sentences
used in each expression picture? written on a piece of paper
as simile, Can you imitate the to be given by your group.
personification, sounds of it? The teacher will ask the class
hyperbole, or to read the underlined
onomatopoeia. words.Say: class these are
1. The moon rose regular nouns.
from its sleep.
2. The princess is
as lovely as a
rose.
3. The wings
flapped and
flapped.
4. I could kill you
for tickling me.
5. You’re an angel
sent from
heaven.
The purpose of the Explaining the pupils what Say;Class our lesson for today
lesson is for the pupils to to do is composing clean and
relate an expression to coherent sentences using
the occasion and infer appropriate grammatical
meaning of idiomatic structures; pluralization of
expressions using regular nouns.
context clues.
Children, listen how I Class our lesson for today The woman was crying.
speak to you! is about the sound devices
(The teacher speaks with using onomatopoeia,
a very loud voice saying: alliteration and assonance
Children, listen to me!
Then, in a gentle
manner, say again the
same words) Which way
do you like me to speak?
Why?
Let us say it in two ways.
Which way do you like it
to say? Why?
D. Discussing new concepts and Answer the questions after Unlocking Difficulties What is alliteration? 1. What is the regular nouns
practicing new skills #1. the poem. “Hidden Words” used in the first example?2.In
Find the word described Alliteration happens when the second example,what is
by the phrases from the words that start with the the regular noun used?
row of letters at the left. same sound are used close
Encircle the word you together in a phrase or
find within. sentence. The sound is
usually consonant and the
a. raharshlmo- words don’t have to be
irritating; always right next to one
offensive another.
b. daccentson- a Original File Submitted
modulation of and Formatted by DepEd
the voice Club Member - visit
c. caremaingep- depedclub.com for more
to remember;
to stay
d. msgrievetlos-
fail; cause of
pain; sadness
e. thecare-
wornte-
harassed with
troubles or
worries
f. meatdepartmen
t- to leave; to
go away
g. reneternityork-
endless or
limitless time
h. armarke- to
inflict serious
bodily harm on;
destroy
E. Discussing new concepts & Identify the sound devices Presentation What is an Say.Example in #1 is
practicing and concern to new skills used in the poem Read the poem Onomatopoeia? pluralization of regular
#2 altogether. nouns.
Onomatopoeia is when a
SPEAK GENTLY word’s pronunciation
-David Bates imitates it’s sound.

F.Developing Mastery (Leads to
Formative Assesment 3
The teacher will give more
examples of texts using the
different sound devices
Speak gently; it is better
far
To rule by love than fear,
Speak gently; let no
harsh word mar
The good we may do
here.
Speak gently to the little
child;
It’s love be sure to gain;
Teach it in accents soft
and mild,
It may not long remain.
Speak gently to the aged
one;
Grieve not the care-
worn heart,
Whose sands of life are
nearly run;
Let such in peace depart.
Speak gently; it’s a little
thing
Dropped in the heart’s
deep well;
The good the joy that it
may bring
Eternity shall tell.
Analysis and Discussion The teacher will give more Have a draw lots on who are
sample of sound devices going to present their answer
a. What is the (onomatopoeia, first. Group 1.Complete each
poem all about? alliteration, assonance.) sentences using the regular
b. What do the nouns. (etc.)
following Which example / sentence
phrases mean? imitates it’s sound?
- ‘Tis a little thing
dropped in the Which sentence start with
heart’s deep the same sound are used
 well. closed close together in a
- Rule by love; phrase or sentence?
rule by fear
- It’s love be sure
to gain
- Teach in
accents soft and
mild
- Care- worn
heart
- Sands of life are
nearly run
- Let such in
peace depart
- Heart’s deep
well
- Eternity shall
tell
c. How do we
learn the
meaning of
each phrase?
What help us
understand it?
d. We learn the
meaning of
phrases through
the context of
the poem.
These are called
idioms.
e. What are the
importance of
idioms?
G. Finding Practical Applications of The teacher will present Read and analyze the The teacher will present Pandora’s Box Pick one strip
concepts and skills in daily living sentences using different sentences. new sentences to analyze of paper and choose the
sound devices and the Underline the idioms the sounds devices. correct noun to be used. (Use
students will identify the used in each. different colored papers)
figure of speech used a. The foreigner
can easily get
along with the
native.

H. Making Generalizations &
Abstractions about the lessons
I.Evaluating Learning
What an onomatopoeia?
Alliteration? Assonance?
Personification? Irony?
Hyperbole?
Tell what figure of speech is
used in each of the following
sentences.
b. The sampaguita
in your car gives
off a sweet
smell.
c. Eden has a very
attractive
getup.
d. My mother
looks forward
to the coming
of my sister
from Hawaii.
e. We have to look
up to our
parents.
What are idioms? Idioms What is onomatopoeia? How do we form the plural
are words/ phrases used Alliteration? Assonance? forms of regular nouns?
in a way that is different
from the usual dictionary
meaning of each word
that make it up. Idioms
can liven up your
writing. To figure out the
meaning of idioms, use
context clues and
individual word
meanings.
Choose the right idiom Read and analyze the Write 5 sentences using
below to complete the sound devices used in the plural form of regular nouns.
sentences. sentences (onomatopoeia,
alliteration, assonance)
1. Lina is very happy. She
must have _________. 1. The early bird catches
2. Ading is a very bright the worm.
boy. In fact, he belongs 2. The squeaky wheel gets
to the ______ in his the grease.
school. 3. Go and mow the lawn.
3. Mother Theresa was 4. The cows in the pasture
ine lady _________. mooed loudly.
4. Even if it is raining, the 5. The doors in the old
class will ______ with house creaked as the wind
their exposure trip. blew through the broken

J. Additional activities for
application or remediation
For those pupils who got 74%
and below, the teacher has
prepared activity that will
make the pupils understand
the concept of the lesson
5. Mother will go to the windows.
market, so I’ll stay to
______ my baby sister.
6. It takes one with an
_____ to accept other’s
opinions calmly.
7. Litowill ______ his
right to play in the
basketball team.
8. A famous basketball
player was invited to
_____ on the opening
day of the sportsfest.
9. When the victim
______, the police was
able to identify the
suspects.
10. If you want to
_______ in the class, you
have to study hard.
look after stand up
for
awakened on the right
side of the bed
start the ball rolling
opened up be a star
with a golden heart
push through open
mind
cream of the crop
Give the meaning of the List down sentences with Give examples of sentences
idioms in each sentence sound devices using pluralization of regular
and use it in a sentence. (onomatopoeia, nouns.
1. The fatal blow alliteration, assonance)
of Kid Kidlat
killed his
opponent.
2. The cold war
between the
girls was
reported by the
 boys to their
teacher.
3. Our teacher put
an end to the
negative
relationship of
the girls.
4. Her beauty
made her stand
out in the
crowd.
5. My allowance
was cut down
by my mother
because I
overspent my
pocket money.
V.REMARKS
VI. Reflection
A.No. of learners who earned 80%
in the evaluation
B. No. of learners who requires
additional acts.for remediation who
scored below 80%
C. Did the remedial lessons work?
No. of learners who caught up with
the lessons
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal/supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which
I wish to share with other teachers?