School: GUADALUPE ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: SELYN A. MONTAJES Learning Area: ENGLISH

DAILY LESSON
LOG Teaching Dates and Time: November 6 – 10, 2023 (WEEK 1) Quarter: 2nd QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A .Content Standard demonstrates an understanding of English grammar and usage in speaking or writing
demonstrates an understanding of verbal cues for clear expression of ideas
demonstrates an understanding of verbal and nonverbal elements of communication to respond back
B .Performance Standard uses the classes of words aptly in oral and written discourse
actively creates and participates in oral theme-based activities
uses paralanguage and nonverbal cues to respond appropriately
C.Learning EN6OL-IIa-3.7 EN6V-IIa-12.3.3 EN6G-IIa-5.5 EN6WC-IIa-3.7
Competency/Objectives Employ an appropriate EN6V-IIa-12.4.1.3 EN6G-IIa-5.2 Fill-out forms
Write the LC code for each. style of speaking, adjusting EN6V-IIa-12.4.2.3 Compose clear and coherent accurately and
language, gestures, rate, and Infer meaning of borrowed sentences efficiently
volume according to words and content specific using appropriate (biodata,
audience and purpose terms using context clues grammatical structures: application
EN6F-IIa-2.9 affixes and roots -Order and forms, etc.)
Self-correct -other strategies degrees of
when reading (Math) regular
EN6SS-IIa-1.3 adjectives
EN6SS-IIa-1.4
Gather relevant
information
from various
sources
-glossary & indices
II. CONTENT

III.LEARNING RESOURCES

A. References
1. Teacher’s Guide
pages
2. Learner’s Materials p. 135 ( Week 1)
 pages
3. Textbook pages Mathletics Book (Glossary)
4. Additional
Materials from
Learning Resource
(LR)portal
B. Other Learning Pictures of a hospital and a Jumbled letters Tarpapel for concepts Bio-data sheets
Resource doctor
IV.PROCEDURES
A. Reviewing previous Review: Have a glimpse of the What are the standards in Give some mathematical What are the different degrees
lesson or presenting the discussion last Friday. speaking well? concept and their meaning. of adjectives?
new lesson
B. Establishing a purpose Show a picture of a hospital. Arrange Me! Let the pupils read the Have pupils tell to class the
for the lesson Let the pupils enumerate the Let pupils be in groups. Let following sentences: steps they know in applying for
persons or things they can them arrange the jumbled 1. Rina is beautiful. a job.
find in there. letters about mathematical 2. Zenia is more beautiful
concepts and ideas. The group than Rina.
who will score the most will 3. Audrey is the most
win. beautiful girl among
them.
C. Presenting Let the pupils tell something Ask the pupils to define the Let the pupils differ the Distribute biodata sheets for
examples/Instances of about a doctor. Elicit terms on the arranged previous instances. each group. Let them say what
the new lesson information possible. jumbled letters. they see inside it.
D. Discussing new The teacher will read the Show some sentences with Show the tarpapel and discuss Tell to class what a biodata is.
concepts and practicing selection “Think Before You the mathematical concepts. the degrees of comparison of
new skills # 1 Judge” on p. 135 of the LM. Let them define the words adjectives.
The pupils will read after. using context clues.
Then, let them answer “Check
it Out”
E. Discussing new The teacher will guide the Present sentences with Group Activity Have the parts of a biodata be
concepts and practicing students on how to employ mathematical concepts. Then, Give an adjective to each discussed.
new skills # 2 appropriate let the pupils consult a group and let them make a
style of speaking, adjusting glossary to define the sentence for each degree.
language, gestures, rate, and meaning.
volume according to
audience and purpose

F. Developing mastery Group Activity Let the pupils complete the Let the pupils complete the Ask questions about the parts
(leads to Formative The pupils will proceed into sentences by underlining the sentences by writing the of a biodata.
Assessment ) their groupings. Then, they correct answer from the appropriate form of the Original File Submitted and
will be asked to prepare a choices. adjective on the blank. Formatted by DepEd Club
reaction or a synopsis of the Member - visit depedclub.com
 selection read. The output will for more
be read with the group. After
that, the group will check for
errors. After the time, the
group have a reporter to relay
their insights.
G. Finding practical What benefit can we get from Why do we need to What is the relevance of using Why do we need a biodata?
application of concepts knowing how to speak well? understand mathematical the correct adjective?
and skills in daily living concepts?
H. Making generalizations What are the standards of Give some mathematical What are the different How do we fill up a biodata?
and abstractions about speaking well? concept and their meaning. degrees of adjectives?
the lesson
I. Evaluating learning The reporting will be graded Let the pupils complete the Let the pupils complete the Have the pupils fill up a biodata.
using a teacher – made rubric sentences by underlining the sentences by writing the A rubric for filling up a biodata
for speaking. correct answer from the appropriate form of the will be used to grade the pupils.
choices. adjective on the blank.
J. Additional activities for Think of 5 mathematical Let pupils pick an adjective
application or concept and use each in a write the different degree of
remediation sentence. comparison and use it in a
sentence.
V.REMARKS

VI.REFLECTION
A. No. of learners who ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
earned 80% in the above above above above above
evaluation
B. No. of learners who ___ of Learners who require ___ 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 additional activities for remediation
activities for remediation remediation remediation remediation
remediation who
scored below 80%
C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No __Yes ___No
lessons work? No. of ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught up
up the lesson up the lesson up the lesson up the lesson the lesson
learners who have
caught up with the
lesson
D. No. of learners who ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
continue to require require remediation require remediation require remediation require remediation require remediation
remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
strategies worked well? ___ Games ___ Games ___ Games ___ Games ___ Games
Why did these work? ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
 ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Group member’s Cooperation in
doing their tasks in doing their tasks in doing their tasks
doing their tasks doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
encounter which my __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
principal or supervisor __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
can help me solve? 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
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used
used as Instructional Materials used as Instructional Materials used as Instructional Materials used as Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__ local poetical composition
G. What innovation or Strategies used that work Strategies used that work Strategies used that work Strategies used that work Strategies used that work well:
localized materials did I well: well: well: well: ___Metacognitive
use/discover which I ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive Development: Examples: Self
wish to share with Development: Examples: Self Development: Examples: Self Development: Examples: Self Development: Examples: Self assessments, note taking and
other teachers? assessments, note taking and assessments, note taking and assessments, note taking and assessments, note taking and studying techniques, and
studying techniques, and studying techniques, and studying techniques, and studying techniques, and vocabulary assignments.
vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. ___Bridging: Examples: Think-
___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think- pair-share, quick-writes, and
pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and anticipatory charts.
anticipatory charts. anticipatory charts. anticipatory charts. anticipatory charts.  ___Schema-Building:
 ___Schema-Building: ___Schema-Building:  ___Schema-Building: ___Schema-Building: Examples: Compare and contrast,
Examples: Compare and Examples: Compare and Examples: Compare and Examples: Compare and jigsaw learning, peer teaching, and
contrast, jigsaw learning, peer contrast, jigsaw learning, peer contrast, jigsaw learning, peer contrast, jigsaw learning, peer projects.
teaching, and projects. teaching, and projects. teaching, and projects. teaching, and projects. 
 ___Contextualization:  ___Contextualization:  ___Contextualization:
 ___Contextualization: Examples: Demonstrations,  ___Contextualization: Examples: Demonstrations,  Examples:
 Examples: media, manipulatives, repetition,  Examples: media, manipulatives, repetition, Demonstrations, media,
 Demonstrations, media, and local opportunities. Demonstrations, media, and local opportunities. manipulatives, repetition, and
manipulatives, repetition, and ___Text Representation: manipulatives, repetition, and ___Text Representation: local opportunities.
local opportunities. local opportunities. 
Examples: Student created Examples: Student created
 drawings, videos, and games.  drawings, videos, and games.  ___Text Representation:
 ___Text ___Modeling: Examples:  ___Text ___Modeling: Examples:  Examples: Student
Representation: Speaking slowly and clearly, Representation: Speaking slowly and clearly, created drawings, videos, and
 Examples: Student modeling the language you want  Examples: Student modeling the language you want games.
created drawings, videos, and students to use, and providing created drawings, videos, and students to use, and providing  ___Modeling: Examples:
games. samples of student work. games. samples of student work. Speaking slowly and clearly,
 ___Modeling: Example Other Techniques and  ___Modeling: Example Other Techniques and modeling the language you want
s: Speaking slowly and clearly, Strategies used: s: Speaking slowly and clearly, Strategies used: students to use, and providing
modeling the language you want ___ Explicit Teaching modeling the language you want ___ Explicit Teaching samples of student work.
students to use, and providing ___ Group collaboration students to use, and providing ___ Group collaboration 
samples of student work. ___Gamification/Learning samples of student work. ___Gamification/Learning Other Techniques and
 throuh play  throuh play Strategies used:
Other Techniques and ___ Answering preliminary Other Techniques and ___ Answering preliminary ___ Explicit Teaching
Strategies used: activities/exercises Strategies used: activities/exercises ___ Group collaboration
___ Explicit Teaching ___ Carousel ___ Explicit Teaching ___ Carousel ___Gamification/Learning
___ Group collaboration ___ Diads ___ Group collaboration ___ Diads throuh play
___Gamification/Learning ___ Differentiated Instruction ___Gamification/Learning ___ Differentiated Instruction ___ Answering preliminary
throuh play ___ Role Playing/Drama throuh play ___ Role Playing/Drama activities/exercises
___ Answering preliminary ___ Discovery Method ___ Answering preliminary ___ Discovery Method ___ Carousel
activities/exercises ___ Lecture Method activities/exercises ___ Lecture Method ___ Diads
___ Carousel Why? ___ Carousel Why? ___ Differentiated Instruction
___ Diads ___ Complete IMs ___ Diads ___ Complete IMs ___ Role Playing/Drama
___ Differentiated Instruction ___ Availability of Materials ___ Differentiated Instruction ___ Availability of Materials ___ Discovery Method
___ Role Playing/Drama ___ Pupils’ eagerness to learn ___ Role Playing/Drama ___ Pupils’ eagerness to learn ___ Lecture Method
___ Discovery Method ___ Group member’s ___ Discovery Method ___ Group member’s Why?
___ Lecture Method collaboration/cooperation ___ Lecture Method collaboration/cooperation ___ Complete IMs
Why? in doing their tasks Why? in doing their tasks ___ Availability of Materials
___ Complete IMs ___ Audio Visual Presentation ___ Complete IMs ___ Audio Visual Presentation ___ Pupils’ eagerness to learn
___ Availability of Materials of the lesson ___ Availability of Materials of the lesson ___ Group member’s
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn collaboration/cooperation
___ Group member’s ___ Group member’s in doing their tasks
collaboration/cooperation collaboration/cooperation ___ Audio Visual Presentation
in doing their tasks in doing their tasks of the lesson
___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson

Prepared by: SELYN A. MONTAJES Checked: JOEL P. DANTE

Date: ____________________ Date: ____________________