DLL - English 6 - Q1 - W2 Ok

School: GUADALUPE ELEMENTARY SCHOOL Grade Level: VI
GRADES 1 to 12 Teacher: SELYN A. MONTAJES Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: September 4 - 8, 2023 (WEEK 2) Quarter: 1ST QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards Analyze sound devices Infer meaning of idiomatic Compose clear and coherent Describe different forms and Observe politeness at all
(personification ) expressions using affixes sentences using appropriate conventions of film and times
In a text heard grammatical structures: moving pictures
Pluralization of irregular nouns (blocking)
B. Performance
Standards
C. Learning ENG. LC-Ib-2-3-6 ENG. 6V-Ib-12.4.2.1 EN6G-Ib-2.3.2 EN6VC-Ib-5.1.2 ENG. 6-Ib-5.1.2

Competencies) Analyze sound devices Infer meaning of idiomatic Compose clear and coherent Describe different forms and Observe politeness at all
(personification ) expressions using affixes sentences using appropriate conventions of film and times
In a text heard grammatical structures: moving pictures
II. Content Analyzing sound devices Inferring meaning of idiomatic Composing clear and coherent Describing different forms Observing politeness at all
(personification) in a text heard expressions using affixes sentences using appropriate and conventions of film and times
grammatical structures: moving pictures
III. (Learning Resources)
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages ELC Study Zone: Irregular Plural www.brightubeducation.
of Nouns com
3. Textbook Pages Fun in Eng. Reading p. 158 READING p.212 Fun in Eng. Lang. p.112 Fun in English Reading
pp.215-218
4. Additional Materials
from Learning Resources
(LR) Portal
B.Other Learning Resources
IV.Procedures
A.Review Previous Lessons Introduced the lesson with Some idiomatic expressions Pluralization of Regular Nouns Different forms and Review: Observing
identifying Onomatopic sounds www.english conventions of film and politeness at all time
p. 158 grammar/idiomatic moving pictures (lights) 6 minutes video Character
Fun in Eng. Reading expression Builders
B. Establishing purpose for Let pupils identify the figure of 1. Discuss the title of the . Listening to a poem Ask a question: Have you Have the pupils give their
the Lesson speech use in a text story. THE PLURAL POEM ever wondered how a film is reactions about the video
www.ereadingfigurative 2. Allow children to ask Internet search made?
language questions. Who are the people behind
the scenes?
C. Presenting examples Show examples of figurative Read the story John’s Keys to Choose the correct form of Read the story:
/instances of the new language Success plural for each noun Movie in the Making Video Presentation: Be
lessons www.ereadingfigurative esl.com advance reading ELC Study Zone pp. 214-216 Polite at all Times
language John’s Keys to Success Fun in Eng. Reading internet search
Personification
D. Discussing new concepts Allow pupils to read the list of Ask pupils to give some Allow pupils to answer activity Answer the question orally
and practicing new skills #1. figurative language idioms and write them on the 2 A p. 112 Fun in Eng. Lang “After You Read” p. 216 Fun Role- Playing : have the
Personification board. in Eng. Reading pupils role played a
different scenarios that
shows politeness
www. brightubeducation
E. Discussing new concepts Give a list of Figurative Let them give the meaning of Pronunciation: 1. Ask pupils What is blocking? Ask the pupils to tell what
& practicing new skills #2 language Personification idiomatic expression to read the poem orally by Internet search they already knew about
www.ereadingfigurative group. www.elements of using polite words.
language THE PLURAL POEM cinema( blocking) Original File Submitted
Answer Activity 1 p. 217 Fun and Formatted by DepEd
in Eng. Reading Club Member - visit
depedclub.com for more
F. Leads to Formative Let them analyze sound Answer Exercise 1 pp. 212- Ask pupils to use the plural of Ask the pupils: What is the
Assessment 3) devices using personification in 213 Fun in Eng. Reading irregular nouns in a clear and importance of blockings in a Let the pupil’s answer 1-5
a text heard coherent sentences film? Scenario on what are they
www.ereadingfigurative going to do on the ff.
language scenes.
Internet search
www. brightubeducation
G. Finding Practical What benefits can you get from John’s Keys to Success What you have learned about Film Making Tips What is the importance of
Applications of concepts this lesson? What values have you “PLURAL POEM” (blockings) being polite at all times?
and skills in daily living learned from the story? Internet search
H. Making Generalizations A. Let them read and analyzed Work on Exercise 2 on p. 213 What benefits can we get from Lesson about movie
& Abstractions about the sound devices using Fun in Eng. Reading the PLURAL POEM blocking Why is being polite at all
lessons personification in a text heard Videos times important?
www.ereadingfigurative Internet search
language
I. Evaluating Learning Answer p. 52 English For You Pen Power: Have the pupils Spell It Right, Role-Playing about Movie Read some of pupils
And Me Reading write some idiomatic ELC Study Zone Blockings answer on the given
expressions and give its Internet search scenario.
meaning
J. Additional activities for Let pupils understand the use Answer ELC Study Zone 330 Write a Movie Review about List down all the polite
application or remediation of affixes in an idiomatic grammar your favorite film expression you have
expression known.
V.Remarks
VI. Reflection
A .No.of learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
80% in the evaluation above above above 80% above 80% above
B. No.of learners who requires ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional acts.for remediation additional activities for remediation additional activities for additional activities for remediation additional activities for additional activities for
who scored below 80% remediation remediation remediation
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No __Yes ___No
work? No.of learners who ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
caught up with the lessons the lesson up the lesson the lesson up the lesson caught up the lesson
D. No.of learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who
to require remediation require remediation require remediation require remediation to require remediation continue to require
remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well? Why ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
did this work?) ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Group member’s
doing their tasks doing their tasks doing their tasks in Cooperation in doing their tasks
doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
principal/supervisor can help __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
me solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be
Instructional Materials Instructional Materials Instructional Materials as Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__ local poetical composition
G. What innovations or Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
localized materials did I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive well:
used/discover which I wish to Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self ___Metacognitive
share with other teachers? taking and studying techniques, taking and studying techniques, taking and studying techniques, assessments, note taking and Development: Examples: Self
and vocabulary assignments. and vocabulary assignments. and vocabulary assignments. studying techniques, and assessments, note taking and
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- ___Bridging: Examples: Think-pair- vocabulary assignments. studying techniques, and
share, quick-writes, and pair-share, quick-writes, and share, quick-writes, and ___Bridging: Examples: Think- vocabulary assignments.
anticipatory charts. anticipatory charts. anticipatory charts. pair-share, quick-writes, and ___Bridging: Examples:
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: anticipatory charts. Think-pair-share, quick-
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw ___Schema-Building: writes, and anticipatory
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and Examples: Compare and charts.
projects. projects. projects. contrast, jigsaw learning, peer ___Schema-Building:
___Contextualization: teaching, and projects. Examples: Compare and
Examples: Demonstrations, ___Contextualization: contrast, jigsaw learning,
___Contextualization: ___Contextualization:
media, manipulatives, repetition, Examples: Demonstrations, peer teaching, and projects.
Examples: Demonstrations, media, and local opportunities. Examples: Demonstrations, media, media, manipulatives,
manipulatives, repetition, and local manipulatives, repetition, and local repetition, and local
___Text Representation: ___Contextualization:
opportunities. opportunities. opportunities.
Examples: Student created Examples: Demonstrations,
drawings, videos, and games. ___Text Representation:
media, manipulatives,
___Text Representation: ___Modeling: Examples: ___Text Representation: Examples: Student created repetition, and local
Examples: Student created Speaking slowly and clearly, Examples: Student created drawings, videos, and games. opportunities.
drawings, videos, and games. modeling the language you want drawings, videos, and games. ___Modeling: Examples:
___Modeling: Examples: Speaking students to use, and providing ___Modeling: Examples: Speaking Speaking slowly and clearly,
samples of student work. modeling the language you ___Text Representation:
slowly and clearly, modeling the slowly and clearly, modeling the
language you want students to use, Other Techniques and Strategies language you want students to use, want students to use, and Examples: Student created
and providing samples of student used: and providing samples of student providing samples of student drawings, videos, and games.
work.
work. ___ Explicit Teaching work. Other Techniques and ___Modeling: Examples:
___ Group collaboration Strategies used: Speaking slowly and clearly,
___Gamification/Learning throuh ___ Explicit Teaching modeling the language you
Other Techniques and Strategies Other Techniques and Strategies
play ___ Group collaboration want students to use, and
used: used:
___ Answering preliminary ___Gamification/Learning providing samples of student
___ Explicit Teaching ___ Explicit Teaching
activities/exercises throuh play work.
___ Group collaboration ___ Group collaboration
___ Carousel ___ Answering preliminary
___Gamification/Learning throuh ___Gamification/Learning throuh
___ Diads activities/exercises
play play Other Techniques and
___ Differentiated Instruction ___ Carousel
___ Answering preliminary ___ Answering preliminary Strategies used:
___ Role Playing/Drama ___ Diads
activities/exercises activities/exercises ___ Explicit Teaching
___ Discovery Method ___ Differentiated Instruction
___ Carousel ___ Carousel ___ Group collaboration
___ Lecture Method ___ Role Playing/Drama
___ Diads ___ Diads ___Gamification/Learning
Why? ___ Discovery Method
___ Differentiated Instruction ___ Differentiated Instruction throuh play
___ Complete IMs ___ Lecture Method
___ Role Playing/Drama ___ Role Playing/Drama ___ Answering preliminary
___ Availability of Materials Why?
___ Discovery Method ___ Discovery Method activities/exercises
___ Pupils’ eagerness to learn ___ Complete IMs
___ Lecture Method ___ Lecture Method ___ Carousel
___ Group member’s ___ Availability of Materials
Why? Why? ___ Diads
collaboration/cooperation ___ Pupils’ eagerness to learn
___ Complete IMs ___ Complete IMs ___ Differentiated Instruction
in doing their tasks ___ Group member’s
___ Availability of Materials ___ Availability of Materials ___ Role Playing/Drama
___ Audio Visual Presentation collaboration/cooperation
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Discovery Method
of the lesson in doing their tasks
___ Group member’s ___ Group member’s ___ Lecture Method
collaboration/cooperation collaboration/cooperation ___ Audio Visual Presentation
Why?
in doing their tasks in doing their tasks of the lesson
___ Complete IMs
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Availability of Materials
of the lesson of the lesson ___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperatio
n
in doing their tasks
___ Audio Visual Presentation
of the lesson
Prepared by: SELYN A. MONTAJES Checked: JOEL P. DANTE
Date: ____________________ Date: ____________________

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School: GUADALUPE ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: SELYN A. MONTAJES Learning Area: ENGLISH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

C. Learning ENG. LC-Ib-2-3-6 ENG. 6V-Ib-12.4.2.1 EN6G-Ib-2.3.2 EN6VC-Ib-5.1.2 ENG. 6-Ib-5.1.2

Prepared by: SELYN A. MONTAJES Checked: JOEL P. DANTE

Date: Date:

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