GRADE 1 to 12 School TATIAO ELEMENTARY SCHOOL Grade Level 6

DAILY LESSON LOG Teacher JOHN PAUL B. ENOPIA Subject: ENGLISH

Date SEPTEMBER 11-15, 2023 Quarter 1 – WEEK 3

OBJECTIVES Monday Tuesday Wednesday Thursday Friday

A. Content Standard The learner listens The learner listens critically; The learner listens critically; The learner listens The learner listens
critically; communicates feelings and communicates feelings critically; communicates critically; communicates
B. Performance communicates feelings ideas orally and in writing and ideas orally and in feelings and ideas orally feelings and ideas orally
and ideas orally and in with a high level of writing with a high level of and in writing with a high and in writing with a high
Standard
writing with a high level proficiency; and reads proficiency; and reads level of proficiency; and level of proficiency; and
of proficiency; and various various reads various reads various
reads various text types materials to serve text types materials to text types materials to text types materials to
text types materials to learning needs in meeting a serve learning needs in serve learning needs in serve learning needs in
serve learning needs in wide range of life’s meeting a wide range of meeting a wide range of meeting a wide range of
meeting a wide range purposes. life’s purposes. life’s purposes. life’s purposes.
of life’s purposes.
C. Learning Make connections Make connections between Make connections Make connections Make connections
between information information viewed and between information between information between information
Competency/
viewed and personal personal experiences; viewed and personal viewed and personal viewed and personal
Objectives experiences; experiences; experiences; experiences;
EN6VC-IVd-1.4
EN6VC-IVd-1.4 noting details from the EN6VC-IVd-1.4 EN6VC-IVd-1.4 EN6VC-IVd-1.4
noting details from story read; and noting details from the noting details from the noting details from the
Write the LC code for identifying the simple
the story read; and story read; and story read; and story read; and
each. tenses of verbs; present, identifying the simple identifying the simple
identifying the simple identifying the simple
past and future. tenses of verbs; present, tenses of verbs; present,
tenses of verbs; present, tenses of verbs; present,
past and future. past and future.
past and future. past and future.

II. CONTENT
Connecting Lives Connecting Lives Making WEEKLY TEST
Identifying Tenses
of Verbs Connections
III. LEARNING
RESOURCES

A. References K-12 MELC- p.136 K-12 MELC- p.136 K-12 MELC- p.136 K-12 MELC- p.136 K-12 MELC- p.136

1. Teacher’s Guide

pages

2. Learner’s Materials
pages

3. Textbook pages

4. Additional SLM / ADM SLM / ADM SLM / ADM SLM / ADM SLM / ADM
Materials from
Learning Resource
(LR) portal

B. Other Learning Laptop, Audio-visual Laptop, Audio-visual Laptop, Audio-visual Laptop, Audio-visual
Resource Presentation Presentation Presentation Presentation

III. PROCEDURES

A. Reviewing What is Noting Details? What is Noting Details? Identify what tense of verb
Read and draw a line WEEKLY TEST
previous lesson or to connect the is used in the sentence.
Why do we need to note Why do we need to note
presenting the new information in the 1. Mario planted some
details in reading an important details in reading an
lesson vegetables in their
small circles to the article or news? important article or news?
backyard yesterday.
big circle.
2. I will write a short poem
What is the importance of
about the COVID19 tonight.
Noting Details?
3. She sings sweetly in our
class presentation today.
4. My friend talked softly in
our conversation last
Sunday.
 5. Mr. Santos will prepare
her modules for his pupils.

B. Establishing a This lesson includes What films or show do you like What are the 3 simple tense Learners to connect,
purpose for the to watch most? of verbs?
various selections, recall and
lesson passages and stories. Accept all answers. analyze as they
answer the given
Encourage pupils to response.
activities.

C. Presenting Lights, Camera, Action!

In your daily routine
Directions: Identify what form is
examples/ Simple Tenses of Verb you make connections
depicted on the following films. Choose
instances of the new Present Past Future
your answer inside the box and write it
craft/
in everything and in
lesson on a separate sheet of will craft
crafts crafted anything.
paper. will
create/ created
create Try to read the short
creates instructe
instruct/i d
will poem below.
instruct
nstructs Make CONNECTIONS
I read and I connect it
to my life
I read and I connect it
to what I read
I read and I connect it
to the world
I learn when I connect
I enjoy when I connect
Life is to make
connections

D. Discussing new Noting Details is a What is the importance of There are 3 simple When you view or read
reading Noting Details? tenses of verbs namely something, do you
concepts and
comprehension skill Whenever you are the past, present and make connections? As
practicing new
that involves picking reading, you should be future. you read,
out, from a constantly noting the Tenses of verbs tell us you may relate it to
skills #1 text, a particular important how an action relates to your own life
piece or pieces of details. When discussing the flow of time. Simple experience, to the
information to reading comprehension, tenses usually refer to a book you have read
achieve a given think of details as the single action. In general, before and
purpose such as individual simple tenses express even to the
answering a question features, facts or facts and happenings in the
in a test. When one particulars in text. These situations that existed in world.
notes details, he details are essential to the past, exist in the The brain is wired to
keeps a brief record develop reading present, or will exist in connect new
of comprehension. the future. information with the
something on a What is noting details? Example: old knowledge that
piece of paper. (Noting details is a brief Past: I cleaned my is in the brain. Take all
Read the short story record of something that cabinet yesterday. your life experiences
and note important one has written down on Present: I clean my even those outside of
details paper) bedroom every day. the classroom.
Pedro went for a bike What is the importance Future: I will clean my You ask yourself, “Am I
ride. He rode around of Noting Details? shoe rack later. bringing meaning to
the barangay. He (Noting details will lead to the words to help me
met some girls easy understanding of read better?”
he knew from school. the text or story read) You make connections
They all headed to with a book, article,
the farm to play. picture or movie that
Pedro had a great you have
time read or viewed.
playing games with Making Connections is
his friends. a strategy that can
Circle the correct assist you in making
word in each meaning from a text.
sentence. You can make
1. Pedro went for a connections between:
(bike, car) ride. • Text and self
2. He rode around • Text and text
the (block, • Text and world
 barangay).
3. Then he met some
(boys, girls) he knew
from school.
Answer: 1. bike
2. barangay
3. girls
These are the details
given in the story.
E. Discussing new Read the short story and note the Making Connections
important details to be able to
concepts and - Is a strategy that can assist
answer
practicing new skills the questions. you in making meaning
#2 Once there was a girl who loves to from a text;
eat chocolates, candies, fries and something you have seen
burgers.
on TV, about how the
She would always spend her
money to buy her favorite junk information you are reading
foods. She is Tanya, a connects to other familiar
grade four pupil studying at
text and the world works
Maharlika Elementary School. One
recess time, Tanya that goes far beyond
cried because she had a your own personal
toothache. Her teacher brought experiences.
her to the clinic. The
- You can connect your
dentist told her she had cavities in
her teeth caused by the candies background knowledge to
and chocolates the text you are
she eats almost everyday. Tanya
viewing. You can
promised herself not to eat candies
and chocolates comprehend better when
anymore. you actively think about
and
apply your knowledge of
the book’s topic, your
experiences, and the world
around you.
F. Developing Read the sentences and
mastery (leads to identify what tense of verb is
Answer the questions. Answer the questions.
Formative used.
Assessment 3) 1. The man walks with his dog
1. When does Blacky 1. Who is the girl in the story?
2. What are Tanya’s favorite foods? everyday. ______________
see and hear many
3. What is the name of Tanya’s 2. My mother cooked chicken
things? school? adobo yesterday.
2. What does Blacky 4. Where did Tanya’s teacher bring ______________
see in the sky? her? 3. He will pour honey on his
5. Why did Tanya stop eating
3. What makes noise in “salabat” later.
chocolates?
the wind? ______________
4. What color is the 4. Her sister bakes chocolate
cake every once in a while.
cricket?
____________
5. What howls at the
5. They talk so loud when they
moon?
discuss pandemic issues.
____________
G. Finding practical Read the passage Read the short story and note What will happen to the
Read the story and make connections as
you fill in the chart below.
application of the important details to be
about Pedro and verb if it is used in the Boy, The “Balut” Vendor
concepts and skills in able to answer (by:Anna Marie E. Velano)
answer the questions past tense? There was once a poor family lived in a
daily living the questions.
slum area in Iloilo City. The father is
that follow. Once there was a girl who (-d or –ed will be added a balut vendor and the mother is a

to the base form)

housewife. One day, the father got sick
loves to eat chocolates,
and Boy
candies, fries and burgers. being the eldest of seven siblings had to
do the task of his father. Boy started
She would always spend her
selling “balut” every after school in the
Questions: money to buy her favorite junk nearby barangays. Boy usually got home
1. What is Pedro’s family late and very tired, but he never missed
foods. She is Tanya, a
name? school. Teacher Anna, Boy’s adviser got

2. What is the name of grade four pupil studying at pity of him and she started giving Boy

Pedro’s school? Maharlika Elementary School. Example: some foods and some penny.
After a year of struggles and hardships Boy
3. What are the two subjects One recess time, Tanya successfully graduated in
does Pedro love to learn?
cried because she had a
She cooked Pancit Molo elementary. His family is very proud and
4. Who helps Pedro in his thankful to him. Boy continued to sell
assignments? toothache. Her teacher last weekend. balut as he continued high school and he
still got support from his teachers
5. Who helps Pedro in his brought her to the clinic. The (last weekend is an because of his good values and attitudes
outputs?
dentist told her she had cavities
example of time
in her teeth caused by the
expression for past
candies and chocolates
she eats almost everyday. tense)
Tanya promised herself not to
eat candies and chocolates
anymore.
What clue can lead you
1. Who is the girl in the story?
2. What are Tanya’s favorite to identify the tense of
foods? verb used in the
3. What is the name of Tanya’s sentence?
school?
The time expressions in
4. Where did Tanya’s teacher
bring her? the sentences help in
5. Why did Tanya stop eating identifying the tense of
chocolates? verb.
 Example:

The female teachers will

dance “Seńorita” in next
month’s affair.
(next month is an
example of time
expression for future
tense.)

H.Making _____________is vital to reading comprehension. In fact, What will happen to the Let us process what you
generalizations it can be said that have learned.
verb if it is used in the
the foundation of literal comprehension and There are strategies in
and abstractions present tense?
making connections
comprehension as a whole is noting
about the lesson (it will either be in the S- namely:
details.
form or base form) ______________ - is a
The meaning of noting details is a _______________of
connection between texts.
something that one has Sometimes when reading,
written down on paper. This may be a statement, a readers
quote, a definition or a phrase Example: are reminded of other
one may have written down in order to remember. 1. The principal talks on things that they have read,
Noting Details in the story or selection read is administrative concerns other books by the same
author,
answering: during the meeting.
stories from a similar genre,
• Who (during the meeting is or perhaps on the same
• What an example of time topic.
• Where expression for present _______________ -
• When connections are the larger
tense)
connections that a reader
• Why
brings to a
reading situation. We all
have ideas about how the
world works that goes far
beyond our own personal
 experiences. We learn
about things through
television,
movies, magazines, and
newspapers.
______________ -
connections are highly
personal connections that a
reader makes
between a piece of
reading material and the
reader’s own experiences
or life.

I. Evaluating I View and I Read Read the text and do Identify the correct tense of Make Connections by
learning We, the Grade 6 class went to verb that will complete each identifying if the lines
see the movie last Saturday.
what is asked of you.
sentence. Write from the different short
We got
your answer on a separate stories
permission slips signed before
sheet of paper. and clips from the news is
we go. We watched a movie
1. The pupils (learned, learn, text-to-self, text-to-text or
that told the story from
a book we read. We love it will learn) to avoid junk foods text-to-world.
when movies were made after their 1. The couple had a son
from books. symposium last week. named Bayabas whose
We got to the movie early so 2. The news reporter task was to take good
we can buy popcorn. Some (delivered, delivers, will care of
of us bought curls
deliver) the news their three fat carabaos.
and fries, too. We all enjoyed 2. Once there was a boy
clearly every morning.
watching the movie.
3. Many (shouted, shout, will
who was so lazy, and his
When we returned to school,
name was Juan Tamad.
we talked about things that shout) in applause after
3. ILOILO took its name
were in the movie hearing the voices
from Irong-Irong, the old
and the book. We all agreed of the Filipino singers last
that we like the book better. 1. What’s her name? name of the city of Iloilo,
Sunday.
a
Books let you picture out 2. How old is she? 4. My brother and I (visited,
the characters in any way tongue of land that sticks
3. Can she swim? visit, will visit) our farm next
you want to picture them. It out like a nose on the
month.
was fun to compare the 4. Does she have short south of Iloilo River.
 movie to the book. hair? 5. Maria and Anna 4. The world was
5. Is she short?
(prepared, prepare, will confronted with several
prepare) native pandemics before. This is
6. Is her doll blue?
delicacies tomorrow. the first
7. Does she have big caused by a coronavirus.
eyes? 5. Barangay officials
strictly prohibit residents
8. Can she sing?
Answer the Questions: to go out from their
1. Who watched the movie? 9. Does she have three homes
2. Where did the students go? yoyos? during Enhanced
3. What did the students need Community Quarantine.
10.Is she jolly?
to do before going to the
movie?
4. When did the students
watch movie?

5. Why are books better than

movies?

J. Additional
activities for
application or
remediation

IV. REMARKS

V. REFLECTION

A..No. of learners ___ of Learners who ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned
___ of Learners who earned
who earned 80% in earned 80% above 80% above 80% above 80% above
80% above
the evaluation

B.No. of learners ___ of Learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
require additional additional activities for additional activities for additional activities for additional activities for
who require activities for remediation remediation remediation remediation remediation
additional activities
for remediation who
scored below 80%

C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
lessons work?

No. of learners who

____ of Learners who ____ of Learners who caught ____ of Learners who caught ____ of Learners who ____ of Learners who
have caught up with
caught up the lesson up the lesson up the lesson caught up the lesson caught up the lesson
the lesson

D. No. of learners ___ of Learners who ___ of Learners who continue ___ of Learners who continue ___ of Learners who ___ of Learners who
who continue to continue to require to require remediation to require remediation continue to require continue to require
require remediation remediation remediation remediation

E. Which of my Strategies used that work Strategies used that work well: Strategies used that work Strategies used that work Strategies used that work
teaching strategies well: ___ Group collaboration well: well: well:
worked well? Why ___ Group collaboration ___ Games ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Solving Puzzles/Jigsaw ___ Games ___ Games ___ Games
did these work? ___ Solving Puzzles/Jigsaw ___ Answering preliminary ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary activities/exercises ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises ___ Carousel activities/exercises activities/exercises activities/exercises
___ Carousel ___ Diads ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Think-Pair-Share (TPS) ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Poems/Stories ___ Rereading of Paragraphs/ ___ Rereading of ___ Rereading of
Paragraphs/ ___ Differentiated Instruction Poems/Stories Paragraphs/ Paragraphs/
Poems/Stories ___ Role Playing/Drama ___ Differentiated Instruction Poems/Stories Poems/Stories
___ Differentiated ___ Discovery Method ___ Role Playing/Drama ___ Differentiated Instruction ___ Differentiated Instruction
Instruction ___ Lecture Method ___ Discovery Method ___ Role Playing/Drama ___ Role Playing/Drama
___ Role Playing/Drama Why? ___ Lecture Method ___ Discovery Method ___ Discovery Method
___ Discovery Method ___ Complete IMs Why? ___ Lecture Method ___ Lecture Method
___ Lecture Method ___ Availability of Materials ___ Complete IMs Why? Why?
Why? ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Complete IMs ___ Complete IMs
___ Complete IMs ___ Group member’s ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials
___ Availability of Materials Cooperation in ___ Group member’s ___ Pupils’ eagerness to ___ Pupils’ eagerness to
___ Pupils’ eagerness to doing their tasks Cooperation in learn learn
 learn doing their tasks ___ Group member’s ___ Group member’s
___ Group member’s Cooperation in Cooperation in
Cooperation in doing their tasks doing their tasks
doing their tasks
F. What difficulties did __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
I encounter which my
__ Pupils’ __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
principal or
behavior/attitude
supervisor can help
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
me solve?
__ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
__ Unavailable Technology
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

G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
did I use/discover
which I wish to share
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
with other teachers?
views of the locality views of the locality views of the locality views of the locality views of the locality

__ Recycling of plastics to __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to __ Recycling of plastics to
be used as Instructional used as Instructional Materials used as Instructional Materials be used as Instructional be used as Instructional
Materials Materials Materials
__ local poetical composition __ local poetical composition
__ local poetical __ local poetical __ local poetical
composition composition composition