Maria Carmela D.

Panganiban Grade VI-Earth

DAILY LESSON PLAN Doña Arsenia Elementary School English 6
January 21, 2020 8:35 – 9:20

I. OBJECTIVES
A. Content Standards Demonstrates understanding of text types for comprehension.
B. Performance Identifies story perspective of text elements.
Standards
C. Learning Knowledge: Summarize the information from a text heard, (ENGLC-IVf-2.23)
Competencies/ a. Define what is a summary
Objectives b. Create a summary from a given informational text
Write the LC code
for each. Skill: Perform the given tasks individually, by pair and by group following the given house
rules/standards/guidelines.

Attitude: Observe politeness at all times, (ENGA-IId-16)

II. CONTENT/TOPIC Summarizing an Information From a Text Heard
II. LEARNING RESOURCES

A. References
1. Teacher’s Guide English CG for Grade 6 page 138-139
pages
2. Learner’s Materials
pages
3. Textbook pages Essential English Work text 6 pages 356
Essential English Teacher’s Resource Material 6 pages 254-255
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Pictures, Smart TV, laptop, power point presentation, activity cards, meta cards, cartolina,
Resources video clip

Video clip-A Visit To The Farm

https://www.youtube.com/watch?v=yIVufl8FN0E

IV. PROCEDURES
A. Reviewing previous *Giving of Classroom Rules ( tacked on the board)
lesson or presenting * The 5 P’s:
the new lesson 1. Be Positive
2. Be Productive
3. Be Polite
4. Be Prepared
5. Be Respectful

*Review: What is an Informational Text?

-Show through power point presentation.

*Unlocking of Difficulties:
-What is a summary?

*Identify the meaning of the underlined words from the choices given:
1. The country’s climate is ideal for growing grapes.
2. An ecosystem is comprised of all the non-living elements and living species in a
specific local environment.
3. Corn production is a large part of the agricultural industry in Cebu.
4. The flowers depend on bees for pollination.
5. Irrigation provides water to plants.

-the watering of land by artificial means to foster plant growth and production.
 -the transfer of pollen from a male part of a plant to a female part of a plant
-the process of making or growing something for sale or use
-the complex of a community of organisms and its environment functioning as an ecological
unit
-the usual weather conditions in a particular place or region

B. Establishing a purpose *Ask: Who has a farm? Have you visited a farm? What can you see in the farm?
for the *Show a video clip entitled, “A Visit To The Farm”.
lesson/Motivation/Mo https://www.youtube.com/watch?v=yIVufl8FN0E
tive Questions
I have here a video clip showing how a good climate contributes to healthy production of
animals and plants in the farm. Take note of the key points so we can give a summary at
the end.

Ask: What do you see in the video?

a. Are the animals and plants healthy? Why?
b. Why is it important to have healthy plants and animals?
c. Do you think there are enough food for the farmer’s family? Why?
d. Do they need to buy food from the market? Why?
e. Who can save more money, the one with a farm or the one without a farm? Why?
f. What food do you think is healthier to eat, the one you grow or the one you buy
from the market? Why?
g. What do you think is the climate of the place? Is it hot/dry or rainy/wet? Too
hot/too rainy? Or just moderate?
h. What do you think will happen to the farmer’s farm if the climate is not favourable
for his plants and animals?
i. What will happen to his farm if the climate is too hot or too wet?
j. What is the video about? Who will try to give the summary of the video?
C. Presenting *Show a picture of a farm destroyed by a drought or a storm.
examples/instances of
the new lesson

Ask:
a. What will happen to the plants and animals in a long dry season or El Niño? What
will happen to the plants and animals in a long rainy season or La Niña?
b. What could be the solution of this kind of problem?
c. In what way does the government help in coping with this kind of climate? Are
there government programs and projects that provide answers and solutions to
these problems?
d. Why is there a need to prevent climate change? Why do all living things need to
adopt to climate change? What title can you give to these pictures?
e. Giving the title is one way of summarizing the main idea of the information given.

*Present pictures of climate change in slides.

Ask: How does climate change affect plants? Animals? People? Food production? On
availability of water? Health?
 Ask: How will you summarize the information given through these pictures? Can you give
a title to these pictures or a sentence?
D. Discussing new *Presenting the informational text through power point.
concepts and *We have tried giving summaries to information through pictures and videos; now let us go
practicing new skills #1 to the main lesson which is giving a summary to the informational text heard.

*Listen carefully, I will read to you an informational text about climate change. Be ready
to give the summary of the text.

Climate includes patterns of temperature, precipitation, humidity, wind, and seasons.

Climate change affects more than just a change in the weather; it refers to seasonal
changes over a long period of time. These climate patterns play a fundamental role in
shaping natural ecosystems, and the human economies and cultures that depend on them.
Because so many systems are tied to climate, a change in climate can affect many related
aspects of where and how people, plants and animals live, such as food production,
availability and use of water, and health risks. For example, a change in the usual timing of
rains or temperatures can affect when plants bloom and set fruit, when insects hatch or
when streams are at their fullest. This can affect historically synchronized pollination of
crops, food for migrating birds, spawning of fish, water supplies for drinking and irrigation,
forest health and more.

*Noting the significant details of the informational text .

*Giving the summary of the selection heard.

1. What is the selection about?

2. In your own words, what is climate change?
3. Base on the information given, what are the effects of climate change?
4. How does climate change affect plants? people? Animals? Food production?
Health?
5. How can you as an individual adopt to climate change?
6. Why does climate change happen?
7. How are we, people including all living things survive from climate change?
8. What can you do as individual to control climate change?
9. What is the summary of the selection?

E. Discussing new *Independent Practice:

concepts and  
practicing new skills #2 *Listen to your teacher as he/she reads the following passage and then answer the
question.

*Special Reminders:
Be polite by listening attentively to the teacher during the independent practice.

*Cats are affectionate, cuddly, and independent. Unlike dogs, cats can stay on their own if
you go away overnight. They do not need to be walked, and can monitor their own food so
they don’t overeat. Also, cats do not bark, so your neighbors won’t have any noise to
complain about. If someone wants to have a pet, a cat is a great choice!
Ask: Do you have pets at home? Do you take care of your pets? Why?

The Summary of this passage is:

A. Cats are independent.
B. Dogs are a lot of work.
C. Cats are great pets.
D. Pets are hard work.
 *Julie watched the ants as they carried small crumbs down the trail to the anthill. She
thinks ants are very hard working and industrious little creatures. They always seemed
busy, and you never saw an ant just laying around doing nothing. They were carrying food,
building tunnels, or defending the anthill. One thing you could say about ants is that they
sure aren't lazy.

Ask: How will you describe of the ants? Do you like the ants? Why?

The Summary of this passage is:

A. Ants carry many things.
B. Some ants may bite you.
C. Ants are hard workers.
D. Some ants help take care of the queen.

F. Developing mastery Guided Practice

(leads to Formative Pair Share:
Assessment 3) (Give activity sheets for each partner for them to read and answer.)
Listen to your partner as he/she reads the informational text and then answer the
question.

Special Reminders:
Be polite by listening attentively with each other during the pair share activity.

1. Many people buy lottery tickets, but not many win. Even fewer give away their
prize. Paul Dela Cruz, a fast food assistant manager, won Ph 5,000,000.00 in the
state lottery and decided to give the money to a charity that adopts homeless and
abandoned children. The charity director could not believe Paul’s generosity. Paul
didn’t think it was any big deal. “The kids need it more than I do,” he said.

The Summary of this passage is:

A. The state lottery
B. The dangers of gambling
C. One man’s generosity
D. Pick the winning number

2. Lester was lost. He didn’t know where he was, or how to get where he was going.
He had left the directions at home and he didn’t have a map. Now, he was in a
strange neighborhood and he was confused. If he could find a familiar landmark,
he might figure things out.

The Summary of this passage is:

A. Wanting a map
B. Lester was lost
C. Getting directions
D. On his way to the party

*Checking of answers:
*There are 18 pairs, in passage # 1, how many answered letter A? B? C? D?
-the correct answer is letter C
In passage # 2, how many answered letter A? B? C? D?
-the correct answer is letter B
G. Finding practical *Differentiated Activity in four groups with 9 to 10 members, each group will have a
applications of leader.
concepts and skills in
daily living House Rules/Standards/Guidelines:
(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.

Group 1-Read the selection, then decide among members what to DRAW to show the
summary of the informational text given. Use the materials provided in the activity. Publish
when done and explain your presentation.

Group 2- Read the selection, then decide among members what actions to PLAY to show
the summary of the informational text given.

Group 3- Read the selection, then decide among members what TITLE can best summarize
the informational text given. Write the title in manuscript form observing correct
capitalization on the meta cards provided, and then publish.

Group 4- Read the selection, then decide among members what SENTENCE can best
summarize the informational text read. Write it on a correct cursive writing on the meta
cards provided, and then publish.

*It started when they got to the bears. Peter felt tired and his stomach hurt. He dragged
himself over to see the elephants, which were eating from a stack of hay. Normally, the
elephants were his favorite. Without much interest, Peter followed his classmates to the
camels, which were busy swatting flies with their tails. Peter knew he should be having fun
at the zoo, but he just felt terrible and all he wanted to do was lie down and rest. Even the
lions and tigers did not interest him now.

Group Presentations
- not to exceed 2 minutes for each group presentation
H. Making Ask:
generalizations and 1. What is a summary?
abstractions about the 2. How do we summarize an informational text heard?  
lesson 3. Did you follow the given house rules when performing the task given to you?
4. Did you show politeness by listening attentively with your partner and your teacher
during the individual activity, pair share activity and group activity? Why is
politeness important?
I. Evaluating learning Evaluation:
Direction: Listen to your teacher as he/she reads the following passage and then answer
the question.

Tomorrow is Jill's birthday. She is excited because she gets to pick where she will eat
dinner. Will it be Mexican food at the Big Enchilada House? Or will it be fried chicken at the
Chicken Shack, or a big cheeseburger at Al's Hamburger Palace. She just couldn't decide.
Then there was always the Pizza Shop with that great pepperoni pizza. How would she ever
decide? Maybe she would just flip a coin.

1. The Summary of this passage is:

A. Jill has many restaurants to choose from for her birthday.
B. Jill loves Mexican food.
C. The Pizza Shop has the best pizza in town.
D. Jill will choose a place by flipping a coin
 For the walls, Jenny thought she would use a bright yellow paint. She would pick a border
that had mostly bright red and green colors, and maybe a little bit of blue. She already had
found some curtains that were sky blue with streaks of red, blue and yellow that she
thought would go great with the walls. And finally, she had picked a carpet that was mostly
blue with specks of red and yellow. Jenny couldn't wait till she was done decorating her
room. It was really going to look awesome.

2. The Summary of this passage is:

A. Jenny likes bright colors.
B. Jenny was going to paint her room.
C. Jenny was picking out colors and materials to decorate her room.
D. Yellow is a good color to paint your walls.

Right now Jason was playing right field. He really wanted to play third base. Earlier this
year, coach had put him in left field and second base in a game, but never at third base.
Once in practice, coach let him play third base, but he kept missing ground balls. When he
did stop one, he made a bad throw to first base. Maybe if he kept practicing, Jason would
be good enough to play third base. That was his dream.

3. The Summary of this passage is:

A. Jason really wanted to play third base.
B. Jason was the best player on his team.
C. Jason had trouble catching ground balls.
D. Jason was too lazy to practice.

The first book Chris read in fifth grade was about a lost kitten. Then he read a book about a
family of bears, and then he read about a wild kangaroo in Australia. It seems every book
Chris reads is about animals. Last week he found a good book about snakes and reptiles,
and another book about elephants. Today Chris went to the library, and he checked out a
book about dolphins, whales and other animals that live in the sea.

4. The Summary of this passage is:

A. Chris likes kangaroos.
B. Chris is in the fifth grade.
C. Chris reads a lot of books about animals.
D. Dolphins and whales live in the sea.

*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 Assignment:
for application or Look for a passage and then write your own summary of it in a sheet of paper. Be able to
remediation share/read the passage and the summary in class tomorrow.