School: DARAPIDAP ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12
Teacher: OFELIA G. GAOAT Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and JULY 29 – AUGUST 2, 2024 (WEEK 1)
Time: 10:00-10:45 (Anthurium) 10:45-11:30(Rose) Quarter: 1ST QUARTER

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Relate an experience Demonstrates understanding of Compose clear and coherent Demonstrates an
Standards appropriate to the occasion. various linguistics nodes to sentences using appropriate understanding of the elements
comprehend various texts grammatical structures: of literary and informational
Pluralization of regular nouns texts for comprehension
B. Performance Infer meaning of idiomatic Analyzes text types to Recalls details and shares ideas
Standards expressions using context effectively understand on texts listened to
clues. information/message(s)
C. Learning Listening Speaking Reading Speaking Recognize the sound devices to
Competencies Analyze sound devices Derive meaning of common Analyze sound devices Compose clear and coherent describe people and events
(onomatopoeia, idioms through text. (onomatopoeia, alliteration, sentences using appropriate
alliteration, assonance, assonance, consonance) grammatical structures: Derive meaning of sound
personification, irony and Pluralization of regular nouns devices through context
hyperbole) in a text heard
Write the LC code for EN6LC-Ia-2.3.1 – EN6V-Ia-12.3.1 ENGRC –IA 2.3.1 ENGG-1A-2.3.1 EN6LC-Ia-2.3.7
each EN6LC-Ia-2.3.8 En6v-Ia-2.3.1 ENGRC –IA 2.3.1
II. CONTENT Analyzing sound devices Inferring meaning of Analyzing sound devices Composing clear and coherent Sound Devices
(Subject Matter) (onomatopoeia, idiomatic expression using (onomatopoeia, alliteration, sentences using appropriate
alliteration, assonance, context clues. assonance, consonance) grammatical structures:
personification, irony and Pluralization of regular nouns
hyperbole) in a text heard
III. Learning
Resources
A.References
1.Teacher’s Guide Curriculum Guide PELC III 3.3 Curriculum Guide
Pages EN6LC-Ia-2.3.1 – EN6LC-Ia-2.3.7 –
EN6LC-Ia-2.3.8 EN6LC-Ia-2.3.8
2.Learner’s Materials
Pages
3.Textbook Pages
4. Additional Using Figurative Speech, Using Figurative Speech,
Materials from lrmds lrmds
Learning Resources
(LR) Portal)
B.Other Learning Copy of poem, pictures, charts/paragraph, pictures Pictures, charts
Resources videos
IV.PROCEDURES
A.Review Previous Tell the figure of speech What do you see in the picture? Read the following sentences Review:
1. Spelling drill # 1
Lessons used in each expression as Can you imitate the sounds of written on a piece of paper to Some words have multiple
2. Say: Do you love to read
simile, personification, it? be given by your group. The meanings but how can we
poems?
hyperbole, or teacher will ask the class to identify the meaning of words?
onomatopoeia. read the underlined
1. The moon rose words.Say: class these are
from its sleep. regular nouns.
2. The princess is as
lovely as a rose.
3. The wings flapped
and flapped.
4. I could kill you for
tickling me.
5. You’re an angel
sent from heaven.
B. Establishing What makes a poem The purpose of the lesson is Explaining the pupils what to do Say;Class our lesson for today Ask: Have read a poem?
purpose for the different from other for the pupils to relate an is composing clean and Did you understand the
Lesson literary piece? expression to the occasion coherent sentences using meaning of the poem? Why?
and infer meaning of appropriate grammatical
idiomatic expressions using structures; pluralization of
context clues. regular nouns.
C. Presenting Let the students listen to Children, listen how I speak Class our lesson for today is The woman was crying. Present the poem
examples /instances the poem Clouds to you! about the sound devices using “Spider Webs”
of the new lessons (The teacher speaks with a onomatopoeia, alliteration and
very loud voice saying: assonance The spiders were busy last
Children, listen to me! Then, night,
in a gentle manner, say From every fence and tree
again the same words) They hung their lacy webs
Which way do you like me For all the world to see.
to speak? Why?
Let us say it in two ways. The mist was busy too;
Which way do you like it to In the stillness of the night
say? Why? It strung the spider webs with
pearls
To catch the morning light.
 One spider wove a web
Like frost on a window pane;
Another one spun a single
thread
That looks like jeweled chain.

Motionless hang the webs,

By the quiet sunbeam kissed;
A fairy world was made last
night
By the spiders and the mist.

D. Discussing new Answer the questions Unlocking Difficulties What is alliteration? 1. What is the regular nouns Comprehension Check
concepts and after the poem. “Hidden Words” used in the first example?2.In Ask questions based from the
practicing new skills Find the word described by Alliteration happens when the second example,what is poem listened to
#1. the phrases from the row of words that start with the same the regular noun used?
letters at the left. Encircle sound are used close together
the word you find within. in a phrase or sentence. The
sound is usually consonant and
a. raharshlmo- the words don’t have to be
irritating; offensive always right next to one
b. daccentson- a another.
modulation of the
voice
c. caremaingep- to
remember; to stay
d. msgrievetlos- fail;
cause of pain;
sadness
e. thecare- wornte-
harassed with
troubles or worries
f. meatdepartment-
to leave; to go
away
g. reneternityork-
endless or limitless
time
h. armarke- to inflict
serious bodily harm
on; destroy
E. Discussing new Identify the sound devices Presentation What is an Onomatopoeia? Say.Example in #1 is Group Activities
concepts & used in the poem Read the poem altogether. pluralization of regular nouns. Group 1: Complete Me
practicing and Onomatopoeia is when a
concern to new skills SPEAK GENTLY word’s pronunciation imitates Group 2: Dear Diary
#2 -David Bates it’s sound.
Group 3: If you were
Speak gently; it is better far
To rule by love than fear,
Speak gently; let no harsh
word mar
The good we may do here.

Speak gently to the little

child;
It’s love be sure to gain;
Teach it in accents soft and
mild,
It may not long remain.

Speak gently to the aged

one;
Grieve not the care- worn
heart,
Whose sands of life are
nearly run;
Let such in peace depart.

Speak gently; it’s a little

thing
Dropped in the heart’s deep
well;
The good the joy that it may
bring
Eternity shall tell.

F.Developing The teacher will give more Analysis and Discussion The teacher will give more Have a draw lots on who are Group Presentation
Mastery (Leads to examples of texts using sample of sound devices going to present their answer
Formative the different sound a. What is the poem (onomatopoeia, alliteration, first. Group 1.Complete each
Assesment 3 devices all about? assonance.) sentences using the regular
b. What do the nouns. (etc.)
following phrases Which example / sentence
mean? imitates it’s sound?
 - ‘Tis a little thing
dropped in the Which sentence start with the
heart’s deep well. same sound are used closed
- Rule by love; rule close together in a phrase or
by fear sentence?
- It’s love be sure to
gain
- Teach in accents
soft and mild
- Care- worn heart
- Sands of life are
nearly run
- Let such in peace
depart
- Heart’s deep well
- Eternity shall tell
c. How do we learn
the meaning of
each phrase? What
help us understand
it?
d. We learn the
meaning of phrases
through the
context of the
poem. These are
called idioms.
e. What are the
importance of
idioms?
G. Finding Practical The teacher will present Read and analyze the The teacher will present new Pandora’s Box Pick one strip How do you appreciate sound
Applications of sentences using different sentences. sentences to analyze the of paper and choose the devices and other literacy
concepts and skills in sound devices and the Underline the idioms used in sounds devices. correct noun to be used. (Use composition?
daily living students will identify the each. different colored papers)
figure of speech used a. The foreigner can
easily get along
with the native.
b. The sampaguita in
your car gives off a
sweet smell.
c. Eden has a very
attractive getup.
 d. My mother looks
forward to the
coming of my sister
from Hawaii.
e. We have to look up
to our parents.
H. Making What an onomatopoeia? What are idioms? Idioms are What is onomatopoeia? How do we form the plural We learned the different sound
Generalizations & Alliteration? Assonance? words/ phrases used in a Alliteration? Assonance? forms of regular nouns? devices, then why do we need
Abstractions about Personification? Irony? way that is different from to use it?
the lessons Hyperbole? the usual dictionary
meaning of each word that
make it up. Idioms can liven
up your writing. To figure
out the meaning of idioms,
use context clues and
individual word meanings.
I.Evaluating Learning Tell what figure of speech Choose the right idiom Read and analyze the sound Write 5 sentences using plural Identify the sound devices used.
is used in each of the below to complete the devices used in the sentences form of regular nouns. Choose the letter of the correct
following sentences. sentences. (onomatopoeia, alliteration, answer.
assonance)
1. Lina is very happy. She 1. The guest of honor’s message
must have _________. 1. The early bird catches the was a mile long.
2. Ading is a very bright boy. worm. a. personification
In fact, he belongs to the 2. The squeaky wheel gets the b. hyperbole
______ in his school. grease. c. irony
3. Mother Theresa was ine 3. Go and mow the lawn. 2. The moonbeams smiled
lady _________. 4. The cows in the pasture sweetly.
4. Even if it is raining, the mooed loudly. a. onomatopoeia
class will ______ with their 5. The doors in the old house b. alliteration
exposure trip. creaked as the wind blew c. personification
5. Mother will go to the through the broken windows. 3. All I could hear was the drip,
market, so I’ll stay to drip, drip of the faulty faucet.
______ my baby sister. a. assonance
6. It takes one with an b. alliteration
_____ to accept other’s c. onomatopoeia
opinions calmly. 4. She sells sea-shells down by
7. Litowill ______ his right the sea-shore.
to play in the basketball a. alliteration
team. b. assonance
8. A famous basketball c. personification
player was invited to _____ 5. My dear, you are ugly...but
on the opening day of the tomorrow I shall be sober.
 sportsfest. a. personification
9. When the victim ______, b. assonance
the police was able to c. irony
identify the suspects.
10. If you want to _______
in the class, you have to
study hard.

look after stand up for

awakened on the right side
of the bed
start the ball rolling
opened up be a star
with a golden heart
push through open mind
cream of the crop
J. Additional For those pupils who got Give the meaning of the List down sentences with sound Give examples of sentences Identify the sound devices used.
activities for 74% and below, the idioms in each sentence and devices (onomatopoeia, using pluralization of regular Choose the letter of the correct
application or teacher has prepared use it in a sentence. alliteration, assonance) nouns. answer.
remediation activity that will make the 1. The fatal blow of
pupils understand the Kid Kidlat killed his 1. The guest of honor’s message
concept of the lesson opponent. was a mile long.
2. The cold war a. personification
between the girls b. hyperbole
was reported by c. irony
the boys to their 2. The moonbeams smiled
teacher. sweetly.
3. Our teacher put an a. onomatopoeia
end to the negative b. alliteration
relationship of the c. personification
girls. 3. All I could hear was the drip,
4. Her beauty made drip, drip of the faulty faucet.
her stand out in the a. assonance
crowd. b. alliteration
5. My allowance was c. onomatopoeia
cut down by my 4. She sells sea-shells down by
mother because I the sea-shore.
overspent my a. alliteration
pocket money. b. assonance
c. personification
5. My dear, you are ugly...but
tomorrow I shall be sober.
 a. personification
b. assonance
c. irony
V.REMARKS
VI. Reflection
A.No. of learners
who earned 80% in
the evaluation
B. No. of learners
who requires
additional acts.for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who caught
up with the lessons
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
principal/supervisor
can help me solve?
G. What innovations
or localized materials
did I used/discover
which I wish to share
with other teachers?