Grades 6 School TALAMIMI ELEMENTARY SCHOOL Grade Level VI

DAILY LESSON LOG Teacher ANDRI MARLON D. LABARTINOS II Learning Area ENGLISH
Teaching Dates and Time MARCH 03, 2021 / ____________________ Quarter 2

(ANNOTATIONS)
I. OBJECTIVES - KRA OBJECTIVES/RUBRIC
INDICATORS TO BE OBSERVED
DURING THE CLASSROOM
OBSERVATION
A. Content Standards Demonstrates understanding of text elements to comprehend
various texts
B. Performance Standards Uses knowledge of text types to correctly distinguish literary
from informational texts
C. Learning Competencies/ Objectives Identify the purpose, key structural and language features of
Write the LC code for each. various types of informational/ factual text.
MELC: EN6RC-IIIa-3.2.8

*Identify the key structural of various types of informational/

factual text.

II. CONTENT/TOPIC Structure of Informational Texts

II. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages English CG for Grade 6 page 138-139,
English MELC for Grade 6 page 136
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources TV, laptop, power point presentation, activity cards, meta KRA 3, OBJ. # 7
cards, cartolina -Selects, develops, organizes and uses
appropriate teaching and learning resources,
including ICT, to address learning goals.
MOV---The difficult words and their
meanings, pictures and selections are presented
 clearly through power point presentation.
MOV---Printed materials like activity cards are
given on clear sheets of cartolina and meta
cards for the pupils to see and read clearly.

KRA 2, OBJ. # 5
Self Learning Module (Printed and Digital for pupils who are -Plan and deliver teaching strategies that are
absent) responsive to the special educational needs of
learners in difficult circumstances including:
geographic isolation; chronic illness;
displacement due to armed conflict; urban
resettlement or disasters; child abuse and child
labor practices.

III. PROCEDURES
A. Reviewing previous lesson or presenting the PRELIMINARY ACTIVITIES KRA 2, OBJ. # 5
new lesson (Look for pupils who are not around and see to it to -Plan and deliver teaching strategies that are
deliver teaching strategies that is possible to this pupil, responsive to the special educational needs of
i.e. Printed SLM or Digital SLM must be delivered to the learners in difficult circumstances including:
house of the said pupils.) geographic isolation; chronic illness;
displacement due to armed conflict; urban
resettlement or disasters; child abuse and child
labor practices.

PROPER LESSON
*The teacher starts the lesson by checking the prior
knowledge of the learners. KRA 1, OBJ. # 1
-Applied knowledge of content within and
There are many different types of texts an individual may across curriculum teaching areas.
read in a day. Broadly speaking, there are two main text types: MOV---Checking prior knowledge of pupils.
literary/non-factual text and informational/factual text. Applying content within curriculum teaching
areas. *(Uses knowledge of text types to
Study the various text flash in the screen. Identify the text correctly distinguish literary from
if it is factual or literary by raising your meta cards given to Informational texts.)
you.
KRA 3, OBJ. # 7
1. Snow White and the Seven Dwarfs -Selects, develops, organizes and uses
2. Philippines confirms first case of Corona Virus appropriate teaching and learning resources,
3. The Three Kinds of Rocks including ICT, to address learning goals.
 4. The Processes in the Water Cycle MOV---The activity are presented clearly
5. Little Red Riding Hood through power point presentation for the pupils
6. Trees (Poem by Joyce Kilmer) to see and read it clearly.
7. The Ant and the Grasshopper
8. Corona Virus Symptoms
9. How to Cook Adobo – Filipino Style
10. The Three Little Pigs

B. Establishing a purpose for the lesson Informational texts are nonfiction, factual writings.
When an author writes an informational text, he/she wants to
inform the audience of the topic in an easy-to-follow format.
You can find informational text in essays, articles, books,
handouts, or brochures.
C. Presenting examples/instances of the new lesson *Showing pictures as springboard to discuss the common KRA 3, OBJ. # 7
key structures of informational/ factual text. (Flash in -Selects, develops, organizes and uses
power point presentation) appropriate teaching and learning resources,
including ICT, to address learning goals.
MOV---The pictures and selections are
presented clearly through power point
presentation.

#1

Ask: What can you see in the pictures? KRA 1, OBJ. # 1

Why the street is flooded? -Applies knowledge of content within and
Do you think the actions of these people are good? across curriculum teaching areas.
Why or Why not? MOV--- Contextualization, localization, gender
What do you suppose to do about your garbage, like fair and integrations across learning areas like
plastics, cans and the like? Science (Recognize the importance of recycle,
reduce, reuse, recover and repair in waste
management- S5MTIe-g-3), EPP (Agriculture;
Naipakikita ang wastong pamamaraan sa
pagpapatubo/ pagtatanim ng halamang
ornamental- EPP4AG0d-6; naisasagawa ang
#2 masistemang pangangalaga ng tanim-
Tell: Take a look in the two families in the picture. EPP4AG0e-8) and ESP (Cleanliness, Love of
Compare their life status. If you are belong in the poor Nature) and within learning area like predicting
family, what will you do to become successful in life and outcomes are observable.
become like the other family?
For an instance, if you will not study thoroughly and
diligently, what will happen to you and your family to be
in the future?

#3

Tell: Describe what is in the picture?

#4

Tell: Describe the pictures flash in the screen. What will

happen if all the trees in Talamimi will be cut? What will
you do if you see people cutting down trees illegally?

#5
Tell: Describe the picture flash in the screen.
D. Discussing new concepts and practicing new Discuss the 5 common key structures of informational/ KRA 3, OBJ. # 7
skills #1 factual text, its definition and examples. (Power Point -Selects, develops, organizes and uses
Presentation) appropriate teaching and learning resources,
including ICT, to address learning goals.
1. Description – this type of text structure features a MOV---The key structures and their meanings,
detailed description of something to give the reader a and examples are presented clearly through
mental picture. power point presentation.
Example: The Philippine eagle, also known as the
monkey-eating eagle, is an endangered species. It has
brown and white –colored plumage, a shaggy crest
and generally measures 86 to 102 cm in length and
weighs 4.04 to 8.0 kilograms. It is considered the
largest of the extant eagles in the world in terms of
length and wing surface.

2. Cause and Effect – This structure presents the causal

relationship between a specific event, idea, or concept
that follow.
Example: Jocelyn likes to eat too much candy and
chocolates and never brush her teeth after eating. That
is why, she had a tooth decay.

3. Comparison and Contrast – This type of text

examines the similarities and differences between two
or more people, events, concepts, ideas, etc.
Example: Trees and shrubs are both plants. Trees are
and have trunks more than two inches in diameter at
4.5 feet about the ground. Shrubs are smaller than
trees and often have many small wooden bark covered
stems rising from the base.

4. Chronology/ Procedural/ Sequence – This text

structure gives readers a chronological description of
events or a list of steps in a procedure.
Example: First, measure how many cups of rice to
cook. Put them in the rice cooker. Next, wash the rice
at least three times. Then measure the appropriate
amount of water. Turn on the rice cooker. When the
rice is cooked, the rice cooker automatically turns off.
 5. Problem and Solution – This type of structure sets
up a problem or problems, explains the solution, and
then discusses the effects of solution.
Example: The number of Covid 19 infection in the
country is continuously increasing. Health workers are
worried that hospitals may not be able to
accommodate more covid19 patients in the future. To
prevent worst case scenario, the government must
impose strict compliance of health protocols such as
frequent washing of hands , using face mask
especially in public places, observing social distancing
and regulating mass gatherings such as parties,
weddings and similar activities.
E. Discussing new concepts and practicing new The following graphic organizers are helpful in KRA 3, OBJ. # 7
skills #2 understanding the different text structures of informational or -Selects, develops, organizes and uses
factual texts through visual representations. appropriate teaching and learning resources,
including ICT, to address learning goals.
MOV---The examples are presented clearly
through power point presentation.

1.

2.

3.

4.
 5.

F. Developing mastery (leads to Formative Guided Practice: KRA 3, OBJ. # 7

Assessment 3) -Selects, develops, organizes and uses
Identify the key structure of the following appropriate teaching and learning resources,
informational/ factual text. including ICT, to address learning goals.
MOV---Printed materials like activity cards are
1. Steps on how to create your own face shield given on clear sheets of cartolina and meta
2. What happened during Marawi Siege cards for the pupils to see and read clearly.
3. Preventing the spread of Covid 19
4. The Blue Whale
5. How to order food online
6. The causes and effects of Climate Change
7. The North Korea and the South Korea
8. Managing Solid Waste Using the 3Rs
9. Venus: The Hottest Planet in the Solar System
10. The Sun and the Moon

G. Finding practical applications of concepts and *Group the class into three groups. Each group will pick KRA 3, OBJ. # 7
skills in daily living in the draw box to what informational text they will work -Selects, develops, organizes and uses
on and choose an appropriate graphic organizer that is appropriate teaching and learning resources,
appropriate for it. (Instructions are given in the activity including ICT, to address learning goals.
cards) MOV---Printed materials like activity cards are
given on clear sheets of cartolina and meta
House Rules/Standards/Guidelines: cards for the pupils to see and read clearly.
(Follow the mnemonic/memory device.)
G- Give thoughtful feedback
R- Respect others & their thoughts
O- On task all the time
U- Use soft voices
P- Participate actively
S- Stay with your group

Rubrics in Participation/Group Activities:

 POINTS INDICATORS
5 -Shows eagerness and cooperation to do the
task, participate actively, do great help to the
group
4 -Shows eagerness and cooperation to do the
task, good followers only
3 -Participated but late, with teacher’s supervision
2 -Activity was done but does not show eagerness
to participate or cooperate
1 -No interest in participating the activities

Special Reminders to pupils before doing the activity:

1. Be polite by listening attentively with each other
during group activity.
2. Group planning and sharing is 10 minutes only while
group presentation is 2 minutes or less.

Activity Cards:
Activity # 1 Read the text carefully. Identify the key
structure of the text and make a graphic organizer
appropriate to the key structure of the text.
A frog is any member of a diverse and largely
carnivorous group of short-bodied, tailless amphibians. The
adult frog has a stout body, protruding eyes, anteriorly
attached tongue, limbs folded underneath. It has no tail. Their
skin varies in color from brown to grey and green to black.
Adult frogs live in fresh water and on dry land though they lay
their eggs in water.

Activity # 2 Read the text carefully. Identify the key

structure of the text and make a graphic organizer
appropriate to the key structure of the text.
How to Make Mango Float
In a bowl, mix 1 can of all-purpose cream and 1 can of
condensed milk. In a pan, place the graham crackers. Add the
mixed cream and milk just enough to cover the crackers. Then
line them with thin slices of ripe mango. Add the mixture of
cream and milk. Continue layering the ingredients. Place
inside the freezer to chill or until ready to be served.

Activity # 3 Read the text carefully. Identify the key

 structure of the text and make a graphic organizer
appropriate to the key structure of the text. (Write at least
four (4) reasons that would convince the reader to do what the
author wants)

Many tourists visit Singapore because it is an

incredibly beautiful country. It is a country with grand and
modern architecture. The Changi Airport is one of the busiest
and most beautiful airports in the world. Tourists often flock
to the sculpture of the Merlion, a symbol of Singapore.
Singapore’s magnificent Gardens by the Bay, Singapore Zoo ,
Sentosa Island, China Town and Orchard Road are some of
the reasons why everyone loves to visit this tiny yet very
progressive country.

Group Presentations
- not to exceed 2 minutes for each group presentation

(Learners are given utmost recognition in the task they are

presented.)
H. Making generalizations and abstractions about Ask:
the lesson 1. What are the different key structures of informational/
factual text?
I. Evaluating learning Direction: Read the passage carefully and identify the key
structure. Write only the letter of your answer on the
space before them.

1. There are trees round us. Unfortunately, there are

people who carved their names or write anything on their
trunk using knives or sharp tools. This is not good
because they can harm the trees. Diseases can attack the
tree through the cuts in the bark and this may cause the
tree to die.
A. cause and effect C. description
B. comparison and contrast D. chronology

2. Everyone woke up at 5 o’clock in the morning. While

mother prepared fried rice, eggs and banana for breakfast,
my sister and I already took a bath and dressed up. After
we have eaten our meal, we immediately got our bags and
 called a taxi. We arrived at the airport at 7 o’clock and
had boarded the plane by 8 am. At 10 in the morning, we
are already in Palawan for our grand vacation.
A. comparison and contrast C. chronology
B. problem and solution D. description

3. Mercury and Neptune are both planets in the Solar

System. Mercury is the one nearest to the sun, while
Neptune is the farthest. If Mercury is the smallest,
Neptune is one of the bigger planets in the Solar System.
A. cause and effect C. description
B. compare and contrast D. chronology

4. Even with light rain, the streets in our village are

already flooded. This is due to clogged canals. Some
people throw garbage everywhere which blocked the
drainage system when it rains. It is high time that
residents must practice proper waste disposal. People
sometimes suffer due to their own actions.
A. cause and effect C. chronology
B. problem and solution D. description

5. The carabao is a domestic swamp –type water

buffalo native to the Philippines. These animals have the
low, wide and heavy build of draught animals. They vary
in color from light grey to slate grey. They have horns
that are sickle –shaped or curved backward toward the
neck. Source :Carabao , Wikipedia, accessed on
November 5, 2020, https://en.wikipedia.org/wiki/Carabao
A. comparison and contrast C. chronology
B. cause and effect D. description

*Checking of answer sheets, monitoring the scores

and submission of papers for recording is done right away
after the test to interpret the result of the learners’
progress.
J. Additional activities for application or Assignment:
remediation Make a graphic organizer to the key structure of the text.

Procedure:
 1. Carefully break the eggs into a bowl.
2. Add a pinch of salt and pepper. Beat it.
3. Heat oil in a large pan over medium heat.
4. Saute minced garlic in the pan until golden brown.
5. Put the beaten eggs.
6. Flip the egg over and until cooked.
IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation
C. Did the 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:

ANDRI MARLON DE LEON LABARTINOS II

Teacher 1
Talamimi Elementary School, Buug District
Zamboanga Sibugay Division