School: IPIL ELEMENTARY SCHOOL Grade Level: VI - LILY

GRADES 1 to 12 Teacher: EUGEL P. GAREDO Learning Area: ENGLISH

DAILY LESSON
LOG Teaching Date: September 25, 2023 Quarter: 1st QUARTER
OBJECTIVES
A. Content Standard The learner demonstrates understanding ...
 of various verbal elements in orally communicating information
 of various non-verbal elements in orally communicating information
 that English language is stress timed to support comprehension
 of text types to listen for different purposes from a variety of texts
 of figurative language, word relationships and nuances in word meanings to develop word
consciousness
 of various linguistics nodes to comprehend various texts
 of writing styles to comprehend the author’s message
 of the conventions of standard English grammar and usage when writing or speaking
  of the forms and conventions of print, non-print, and digital materials to understand various viewing
texts
B. Performance The learner ...
Standard  orally communicates information, opinions, and ideas effectively to different audiences using a
variety of literary activities
 reads with sufficient accuracy and fluency to support comprehension
 uses linguistic cues to effectively construct meaning from a variety of texts for a variety of purposes
 uses literal information from texts heard to construct an appropriate feedback
 uses linguistic cues to appropriately construct meaning from a variety of texts for a variety of
purposes
 uses diction (choice of words) to accurately analyze author’s tone, mood, and point of view
 uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their
functions in various discourse (oral and written)
 speaks and writes using good command of the conventions of standard English
 applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and
acknowledge the message
  applies knowledge of the various forms and conventions of print, non-print, and digital materials to
appropriately comprehend print, non-print, film and moving texts
C. Learning Infer the speaker’s tone, mood and purpose
Competency/ EN6LC-Ie-2.11.1
Objectives EN6LC-Ie-2.11.2
Write the LC code for each. EN6LC-Ie-2.11.3

Infer meaning of figurative language using

-context clues
-affixes and roots
EN6V-Ie-12.3.2
EN6V-Ie-12.4.1.2
EN6V-Ie-12.4.2.2

II. CONTENT Speaker’s Tone, Mood and Purpose

Meaning of Figurative Language; Idioms
Story: “Cloudy With a Chance of Meatball” by Judy Barret
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages K to 12 CG in English p. 128
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Activity Sheet in English 6
Learning Resource (LR) portal (Quarter 1 Week 5-Day 1)
B. Other Learning Resource
III. PROCEDURES
A. Reviewing previous lesson or Can you remember some of the idioms we studied last time?
presenting the new lesson Today, let us review more idioms. This time, we will talk about food idioms.

Task 1: Using Idioms is a Piece of Cake!

Think-Pair-Share
Think: Reflect about the given question/task.
Pair: Face your seatmate/partner.
 Share: Discuss with your seatmate/partner your answer.

Here are sentences that have food idioms. Brainstorm with your seatmate/partner
the meaning of the idioms by studying the sentences. Choose from the given list of
meanings.

A. Very important person

B. Necessities, the main thing
C. Person with red or orange hair
D. A person who is often in trouble
E. A person that is adored by someone

Remember to observe the following during Think-Pair-Share activity:

• Be polite. Wait for your turn to speak. Listen while your seatmate/partner is
speaking.
• Be tactful. Say what you want to say in a nice way. Also, wait for your
seatmate/partner to finish first before you say something.
• Be open. When your seatmate/partner does not agree with what you are saying,
do not feel bad. Accept that he or she has different opinion.
B. Establishing a purpose for the The idioms you learned today have food in them.
lesson Today, you will be listening to a story that has food, too.
Before you listen to the story, let us learn some words that are in the story.

A. Unlocking of Difficult Words

Match the word with the correct meaning.

C. Presenting examples/ Now that you have learned the words, get ready to listen to the story.
instances of the new lesson The story you will listen to today is a tall tale.

A tall tale is a funny story that includes exaggerated details and problems that are
solved in funny ways.

Now answer the following questions:

What was the worst weather you experienced?
Why do you consider it the worst?
 In our story, what do you think is the worst weather the characters experienced?
Why do they consider it the worst?

C. Listening to the Story

Cloudy With A Chance of Meatballs
By Judy Barret
Copyright 1978

Comprehension Questions
In our story, what is the worst weather they experienced?
Why do they consider it the worst?
Was it good living in the town of Chewandswallow? Why or why not?
What do you think it would be like to live in a place where food really did come from the sky?
Would you like to live in a place like this? Why or why not?
How can we prevent a bad weather from happening in our country?

D. Discussing new concepts and Discussion/Comprehension Questions

practicing new skills #1 In our story, what is the worst weather they experienced?
Why do they consider it the worst?
Was it good living in the town of Chewandswallow? Why or why not?
What do you think it would be like to live in a place where food really did come from the sky?
Would you like to live in a place like this? Why or why not?
How can we prevent a bad weather from happening in our country?

Now, let’s study how you can determine the purpose of the text.
PURPOSE OF THE TEXT
The purpose of the text is the writer’s reason for writing. Many texts have more
than one purpose, but usually one will stand out as primary.
Writers may choose from a variety of purposes, which usually fall into three main
categories: to Persuade, to Inform, and to Entertain (PIE).
To Persuade
Writers write to persuade the readers to agree to a particular belief or opinion or to
act in a particular way. Persuasive writing states the writer’s position, offers
evidence to support that position, and invites the reader to adopt the position.
Examples of persuasive writing are advertisements, movie reviews, academic
arguments, and political speeches.
To Inform
Writers often write to inform the readers. These texts provide facts about some
topic. Informative writing is usually clear and well-organized. Examples of texts
written to inform are textbooks and encyclopedias.
To Entertain
Some writers write to entertain or amuse the readers. Texts written to entertain are
often imaginative works like novels, stories, or poems. Some texts may also make
important observations about human nature and the ways of the world, but the
primary reason is to entertainment.

How to Determine Purpose

To determine a text’s purpose, ask the following questions.

Going back to our story, what is the purpose of the writer?

E. Discussing new concepts and Task 3: Is it to PIE?
practicing new skills #2 Group Work
Let us have a group activity.

Remember to observe the following during group discussion:

• Be polite. Wait for your turn to speak. Listen while your classmates are speaking.
• Be tactful. Say what you want to say in a nice way. Also, wait for the one who is
speaking to finish first before you say something.
• Be open. When your classmates do not agree with what you are saying, do not
feel bad. Accept that people have different opinions.

As a group, discuss the purpose of the text your teacher will say.
1. Animals live in a particular place called habitat where they can find the food
they eat. There are live animals and found in the pond, forest, seas, and grassland.
The food is their source of energy. In order to survive, they need a continuous
supply of food. Thus, obtaining food is their life activities.

2. A Fox one day spied a beautiful bunch of ripe grapes hanging from a vine
trained along the branches of a tree. The grapes seemed ready to burst with juice,
and the Fox’s mouth watered as he gazed longingly at them.

3. Everyone should think twice before deciding to eat fast food. There are many
health risks when it comes to eating food that’s made within a matter of seconds.
The food is not properly taken care of, which leads all the way back to where the
food is originally produced. Even if it is easy to buy and cheap, the health risks
outweigh the five minutes of satisfaction that fast food brings. One should carefully
think before they eat fast food.
F. Developing mastery (leads to Task 4: More PIEs?
Formative Assessment 3) Pair Up
With your partner, determine the purpose of the following texts.
1. It's late, it's been a long day, you're starving, and you're too exhausted to
cook. Hitting up the drive-thru seems like the best option — but we promise you, it's
really not. The reasons to boycott fast food go way beyond the obvious health
concerns — although caring for you (and your family's) well-being should be reason
enough alone. If you take a moment to learn a little more about that extra value
meal that goes down so easy, you might not like what you find.

2. Cooking is an important part of food preparation that involves applying heat.

In most cases this transforms the chemical make up of food, altering its texture,
flavor, nutritional properties and appearance.

3. My favorite food is broccoli. It makes me feel so healthy. I eat it every

day. It makes me look so cute. There isn’t any other food. But, mostly, I
like broccoli that makes me feel this way. Because it makes me toot.
--Kenn Nesbitt

G. Finding Give an example of text, video, or something similar that is made to persuade. To inform. To entertain.
practical application of concepts
and skills in daily living
H.Making generalizations The three main categories of the purpose of the texts are to Persuade, to Inform,
and abstractions about the and to Entertain (PIE).
lesson To persuade is to convince the readers to agree to a particular belief or opinion or to
act in a particular way.
To inform is to give the readers information about a topic or subject.
To entertain is to keep the readers amused.
I. Evaluating learning Identify the purposes of the following texts.
1. Fried chicken is my favorite. With spaghetti or rice;
With gravy or ketchup;
Or with all, “That’ll be nice!”
-Rose Ann B. Pamintuan

2. Although humans are omnivores (eating both plants and animals), many
people choose not to eat meat and fish. Those who don’t eat or use any
products made from animals (including eggs, dairy products and honey) are
known as vegetarians or vegans.

3. It’s Time to Junk Junk Food! Tired, crabby, or unfocused in class? It could be
the food you are eating. The lack of healthy and tasty school lunch selections
 has recently become a problem in almost every elementary, middle and high
school across the nation. Most schools sell junk food to students and I think
this is wrong. There are many good reasons to remove junk food from school
lunch menus, and creating a healthier student body is number one. Junk foods should be taken out of
school lunch menus because they affect your
body and mind in negative ways.
J. Additional activities for
application or remediation
IV. REMARKS

V. REFLECTION

A..No. of learners who earned 80%

in the evaluation
B.No. of learners
who require additional activities
for remediation who scored
below 80%
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 teachingstrategies
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: Checked and verified:

EUGEL PAR – GAREDO NELLY P. GARCIA

Teacher II Master Teacher II
Noted:

RONNEL R. REAL
Principal II