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DLL English-6 Q4 W1

The document outlines the daily lesson log for an English class at Sta. Maria Elementary School for the fourth quarter, including the objectives, content standards, learning competencies, procedures, and resources for lessons taking place from January 15-19, 2018. The lessons focus on oral communication, word meaning, feedback, research strategies, stress and intonation in speech, and writing compositions using outlines.

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Allyza Fae David
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0% found this document useful (0 votes)
40 views12 pages

DLL English-6 Q4 W1

The document outlines the daily lesson log for an English class at Sta. Maria Elementary School for the fourth quarter, including the objectives, content standards, learning competencies, procedures, and resources for lessons taking place from January 15-19, 2018. The lessons focus on oral communication, word meaning, feedback, research strategies, stress and intonation in speech, and writing compositions using outlines.

Uploaded by

Allyza Fae David
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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School: STA.

MARIA ELEMENTARY Grade Level: VI


GRADES 1 to 12 Teacher: ROSELLE A. VANGUARDIA Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and
Time: JANUARY 15– 19, 2018 (WEEK 1) Quarter: 4th QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards  Demonstrates understanding of various non-verbal elements in orally communicating information
 Demonstrates understanding that words are composed of different parts to know that their meaning changes depending in context
 Demonstrates understanding of verbal and non-verbal elements of communication to respond back
 Demonstrate understanding of the research process to write a variety of texts
 Demonstrates understanding that a change in stress entails a change of meaning to evaluate the speaker’s/author’s purpose and meaning
.
B. Performance Standards  Orally communicates information, opinions and ideas effectively to different audiences for a variety of purposes
 Uses strategies to decode correctly the meaning of words in isolation and in context
 Uses a variety of strategies to provide appropriate feedback
 Uses a variety of research strategies to effectively write a variety of texts for various audiences and purposes
 Uses knowledge of stress and intonation of speech to appropriately evaluate the speaker’s intention, purpose and meaning
C. Learning Competencies/ Resate portions pf the text heard to Diostinguish text-types according to Use various types and kinds of Determine images/ideas that Plan a composition using a
Objectives clarify meaning purpose and language features sentences for effective are explicitly used to influence outline/other graphic
Inferring meaning of borrowed -Cause and effect communication of viewers(stereotypes, point of organizers
word using Plan a composition using a information/ideas view, propagandas)
-context clues outline/other graphic organizers (Compound Sentence)
-affixes and roots
-other strategies

Write the LC code for each EN6LC-Iva-3.1.14 EN6RC-IVa-3.2.6 EN6SS-IVa-1.8 EN6VC-IVa-7.1 EN6WC-IVa-1.1.6.1
EN6V-IVa-12.3.3 EN6VC-IVa-7.2
EN6V-Iva-12.4.1.3 EN6VC-IVa-7.3
EN6V-Iva-12.4.2.3
II. CONTENT Clarifying meaning of text heard Cause and Effect .Compound Sentence Used to influence viewers Using outline,other graphic
(Subject Matter) Inferring meaning of borrowed word Stereotypes, point of view , organizer
propaganda
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide/Pages Curriculum Guide pp 137 of227
2.Learner’s Materials Pages
3.Textbook Pages Essentials English 6 pp.298-299 Essentials English 6 pp.300-301 Essentials English 6 pp.304- Essentials English 6 pp.302-303 Essentials English 6 pp.308-
307 309
4.Additional Materials from Learning
Resource(LR)portal
B. Other Learning Resources powerpoint Chart, worksheet powerpoint powerpoint Powerpoint
III. PROCEDURES
A. Reviewing previous lesson or Are frog facing extinction? Recall the story about the Two What are the types of Look at the picture. What can you How do we write a
presenting new lesson frogs. sentences? say about the picture. composition?
Where does the two frogs came What are the things that we
from? should always remember in
In way the two character similar or writing a composition?
different?

B. Establishing a purpose for the Why did both frogs want to go to a Look at the picture then tell what
lesson What do you understand about the different place? does it say.
following words?
Imminent extinction The frog who lived in Kyoto wanted
Chytridiomycosis to visit Osaka because he wanted to
Withches’ brew lived in the city.

Study the table below. Part of the selectio’s purpose and


language feature is cause and
effect.

A CAUSE iscthe reason why


something happens while EFFECT is
the result or an outcome of a
certain cause or reason.
C. Presenting examples/
instances of the new lesson Listening

The Two Frogs


Once upon a time in the
country of Japan there
lived two frogs, one of
whom made his home in
a ditch near the town of
Osaka, on the sea coast,
while the other dwelt in a
clear little stream which
ran through the city of
Kyoto. At such a great
distance apart, they had
never even heard of
each other; but, funnily
enough, the idea came
into both their heads at
once that they should
like to see a little of the
world, and the frog who
lived at Kyoto wanted to
visit Osaka, and the frog
who lived at Osaka
wished to go to Kyoto,
where the great Mikado
had his palace.

So one fine morning in the


spring they both set out
along the road that led from
Kyoto to Osaka, one from
one end and the other from
the other. The journey was
more tiring than they
expected, for they did not
know much about traveling,
and halfway between the
two towns there arose a
mountain which had to be
climbed. It took them a
long time and a great many
hops to reach the top, but
there they were at last, and
what was the surprise of
each to see another frog
before him!

They looked at each other


for a moment without
speaking, and then fell into
conversation, explaining
the cause of their meeting
so far from their homes. It
was delightful to find that
they both felt the same
wish--to learn a little more
of their native country--and
as there was no sort of
hurry they stretched
themselves out in a cool,
damp place, and agreed that
they would have a good rest
before they parted to go
their ways.

"What a pity we are not


bigger," said the Osaka
frog; "for then we could see
both towns from here, and
tell if it is worth our while
going on."

"Oh, that is easily


managed," returned the
Kyoto frog. "We have only
got to stand up on our hind
legs, and hold onto each
other, and then we can each
look at the town he is
traveling to."

This idea pleased the Osaka


frog so much that he at
once jumped up and put his
front paws on the shoulder
of his friend, who had risen
also. There they both stood,
stretching themselves as
high as they could, and
holding each other tightly,
so that they might not fall
down. The Kyoto frog
turned his nose towards
Osaka, and the Osaka frog
turned his nose towards
Kyoto; but the foolish
things forgot that when
they stood up their great
eyes lay in the backs of
their heads, and that though
their noses might point to
the places to which they
wanted to go, their eyes
beheld the places from
which they had come.

"Dear me!" cried the Osaka


frog, "Kyoto is exactly like
Osaka. It is certainly not
worth such a long journey.
I shall go home!"

"If I had had any idea that


Osaka was only a copy of
Kyoto I should never have
traveled all this way,"
exclaimed the frog from
Kyoto, and as he spoke he
took his hands from his
friend's shoulders, and they
both fell down on the grass.
Then they took a polite
farewell of each other, and
set off for home again, and
to the end of their lives they
believed that Osaka and
Kyoto, which are as
different to look at as two
towns can be, were as alike
as two peas.
D. Discussing new concepts and
practicing new skills #1

E. Discussing new concepts and Tell the relationship as to cause


practicing new skills #2 and effect.
The most powerful typhoon to hit the Korean peninsula in 40 years
lost strength Sunday, after triggering flash floods and landslides in South
Korea that left at least 42 people dead and 26 missing. The death toll
was expected to rise.
Cause:__________________
Effect:__________________
F. Developing Mastery Write C before the number that tells Each underlined part could be a sentence by itself. The coordinating
(Lead to Formative Assessment) the cause and E before the conjunction so is used to join them into a single sentence.
sentence that tells the effect. 1. The dangers of
_______1.The children kissed and smoking are well known,
hugged Mother. (E) yet many people continue
_______ It was Mother’s
to smoke anyway.
birthday. (C)
_______2.He was tired. (C)
_______ Nick slept early. (E) 2. It's important to put
_______ 3.Eman was troublesome your goals in writing, but
in class. (C) you must also be
_______ Everyone hates him. (E) committed to achieving
_______ 4.Children fly kites on them.
summer. (E)_______ Summer
winds are strong. (C)
3. An assignment
_______ 5.Father caught a cold. (E)
notebook helps you stay
_______ He walked in the rain. (C)
organized, so you should
consider using one.

4. You will be able to see


better if you sit at the
front of the classroom,
and you will also be able
to hear better.

5. He must have lost his


key, for he knocked on
the door for us to let him
in.

G. Finding practical application of Which statements/events show


concepts and skills in daily living. cause-effect relationship? Put a
check () before the number. If not,
put a cross (x).
____ 1. Edna was sick yesterday so
she missed the outing.
()
____ 2.I love to swim in the river.
Ara loves it, too. (x)
____ 3.The rain was too strong.
There was a storm
coming. ()
____ 4.The leaders had a meeting.
They planted trees. (x)
____ 5.Since I have no homework, I
will sleep early tonight.
()
H. Making Generalizations and 1.What is cause-effect relationship? Jacob sees an ad that reads
Abstraction about the Lesson Cause-effect relationship describes "9 out of 10 dentists prefer
something that happens and why it CleenTeem Mouth Wash."
happens.
What type of propaganda
2.How can we identify
statements/events that show the technique is being used?
cause? 0. Name-Calling
A cause is usually preceded by the a. B.Plain Folks
connector because. Approach
3.How can we identify b. C.Testimonial
statements/events that show the
effect?
c. D.Appeal to
An effect is usually preceded by the Authority
connector so that.

I. Evaluating Learning Underline the cause and box its Directions: Use a Directions:
coordinating (1) Decide which of the four
effect in each of the following
sentences. propaganda statements is being
conjunction to join each pair used.
1. After the dog bit her, we had to
take her to the hospital. (2) Underline the words in each
of the independent clauses statement that tell which
2. Her computer stopped working
due to a virus. propaganda technique is being
into a compound sentence. used.
3. The police arrested him because
(3) On the back of the paper
he committed a crime.
create your own propaganda
4. She set fire to the curtain first using one of the four techniques
before the whole house burnt discussed in class today.
down. Bandwagon: persuading people
5. If she gets accepted to university, to do something by letting them
she will become a doctor. know others are doing it.
Name-calling: negative words &
images to create an unfavorable
opinion Testimonial: using the
words of a famous person to
persuade you.
Emotional Words : words that
will make you feel strongly
about someone or something.

1. All your friends have


Kawakazoo motorbikes.
Shouldn’t you have one too?

2. On last night’s television


newscast, rock star Gloria
Upbeat said that she believes
the city should build the
proposed sports stadium. She
said the stadium will bring
renewed life to the Zante area
and provide exciting
entertainment for the city’s
residents.

3. White sandy beaches and


crystal-clear water attract
hoards of vacation-bound
tourists every year to the
Hawaiian Islands. The warm
tropical sun and cool evening
breezes provide a vacation
paradise.

4. “One More Life” is a dumb TV


show. The stupid scripts are
ridiculous, and the acting is
poor. The sooner that show
goes off the air, the happier the
viewers will be.
Example:

The dictionary contains

definitions of words.
It also contains a great deal of

other information.

The dictionary contains

definitions of words,

and it also contains a

great deal of

other information.

The dictionary contains

definitions of words,

but it also contains a

great deal of

other information.

1.Spelling is hard for

many people.

There are techniques for

improving spelling.

2.Tony is an excellent

student.

He received a

scholarship.

3.The library is a quiet

place to study.
J. Additional Activities for
Application or Remediation
IV. REMARKS
V. REFLECTION
A. No. of learners earned
80% in the evaluation
B. Number of learners who
are required additional activities for
remediation who scored below 80%
C. Did the remedial lesson work? No.
of learners who have caught up with the
lesson
D. Number of learners who continue
to require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor help
me solve?
G. What innovation or localized
materials/discover which I wish to share
with other teachers?

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