Department of Education
Schools Division of Sorsogon
SINEBARAN ELEMENTARY SCHOOL
Matnog 1 District
Daily Lesson Plan in English
Grade 6 Quarter 3 Week 3
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
References
1. Teacher’s Guide Pages
The learner demonstrates
understanding of:
 the oral standards of English in order
to participate in various oral
communication demands (situation,
purpose and audience command of the
conventions of standard English
grammar and usage when writing or
speaking
 different formats to write for a variety
of audiences and purpose. of verbal
and non-verbal elements of
communication to respond back
The learner:
 analyzes text types to effectively
understand information/message(s)
 prepares for and participates
effectively in a range of conversations
and collaboration with diverse partners,
building on others’ ideas and
expressing their own clearly and
persuasively Uses linguistic cues to
appropriately construct meaning from a
variety of purposes.
 speaks and writes using good
command of the conventions of
standard English Edit texts using
appropriate text types for a variety of
audiences and purpose.
 uses a variety of strategies to provide
appropriate feedback
Identify real or make-believe, fact or
non-fact images
EN6VC-IIIb 6.1 EN6VC-IIIb-6.2
REAL OR MAKE-BELIEVE, FACT OR
NON-FACT IMAGES
Curriculum Guide in English 6 p.133
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from the LR Portal
5. Other Learning Resources
ADVANCED
IV. PROCEDURE LEARNER
A. Reviewing the previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
https://slideshare.net
AVERAGE SLOW LEARNER
LEARNER
Recall the past lesson about reality
and make-believe
Show a picture of Spiderman/Darna
Have you seen the latest movie of
Spiderman/Darna
What are the marvelous actions of
Spiderman/Darna that you like best in
the story?
Let the pupils share about
Spiderman/Darna.
Do you think the idea of
Spiderman/Darna or superhero
character a reality or make-believe?
Unlocking of difficulties
Complete the sentences using the
correct word from the boxes.
1. A king rules over a
_______________.
2. Danny’s _________ is his long
hours of work.
3. The __________ cuts wood in the
forest.
4. My brother likes to eat
________for breakfast.
5. The sausage ________ and could
be seen no more.
Setting of Standards
What should you remember in
watching a video story?
Motive Question
If you were given a chance to make 3
wishes, what would it be and why?
Watching the story
Three Wishes
https://www.youtube.com/watch?
v=aaApdeQotIc
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
Formative Assessment 3)
Analysis and Discussion
1. Did the woodcutter think very well
about the things he wished for? Why
do you think so?
2. Do you think the three wishes were
wasted? Why?
3. Is the story of the woodcutter real
or make believe? Why?
4. If you were the woodcutter, what
you would have wished for? Why?
5. What is the message of the story?
Now let us distinguish what are the
reality and make-believe in the story
Remember:
A realistic story tells about something
that can really happen.
Example:
1.The president rode in a big black
car .
2. Rich man bought a very expensive
car
3.My classmate and I answer our
quizzes at home.
A make-believe story is a fanciful
story that could never happen in real
life. It is strange and magical.
Example:
1.The woodcutter has a sausage
hanging in his nose.
2. When kiara rubbed the lamp, a
genie rose up into the air.
3.The toys played with each other,
when the kids left the room.
Group I
Write R if reality and M if it is a make-
believe
1. Blanket should be cleaned after
used.
2. Through the internet, people can
play games with each other.
3. When the man hit the pot, diamond
came out.
4. A woodcutter cuts wood in the
forest.
5. Computers can cook our food.
Group II
Identify the images given whether it is
Reality and make-believe actions.
 .

G. Finding practical application of Identify the images whether a reality

concepts and skills in daily living or a make believe one.

H. Making generalizations of When do we say that an action or

concepts and skills in daily livin event is real?
When do we say that it’s just a
fantasy?

I.Evaluating Learning Identify the following sentences if it is

make believe and a reality

REALITY MAKE-BELIEVE

1A hiker went on the woods and

get lost.
2.The gardener waters the flower
everyday
3.Carlo, found a giant egg in the
backyard, a few days later, it
hatched and out came a baby
dragon with seven heads.
 4.Anne waved her magic wand
and disappear.
5.Ursula travels around the world
with her magic carpet.
J.Additional activities for application
or remediation Draw scenes showing reality and
fantasy.
V.REMARKS

VI. REFLECTION
A. No. of Learners who earned 80%
on the formative assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s 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 this work?
F. What difficulties did I encounter
which my
supervisor/principal/department head
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by:
Queene Nalugon- Japson
Teacher I
Processed Observers:
DYRA G. GARDUQUE OFELIA G. GILLEGO
TIC, TIII MT-I

Noted:

Elvis Romeo G. Zuñiga

OIC-PSDS