School BACSIL ELEMENTARY SCHOOL Grade Level/Section 6 - DIAMOND

GRADE 6 Teacher GRACE R. ROSARIO Grade (Learning Area) ENGLISH 6

Daily Teaching Dates APRIL 8-12, 2024 Quarter/ Week FOURTH QUARTER - Week 2
Lesson Log Time 8:50-9:40 AM Checked by:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards
T The learner demonstrates understanding... Catch-Up Friday
 of various elements in orally communicating information
 of various non-verbal elements in orally communicating information Reading Intervention
 of the oral standards of English to participate in various oral communication demands (situation, purpose, and
audience)
 that the English language is stress timed to support comprehension
 that a change in stress entails a change of meaning to evaluate the speaker’s / author’s purpose and meaning
 of the command of the conventions of standard English grammar and usage when writing or speaking
 of different formats to write for a variety of audiences and purposes
 to express ideas effectively in formal and informal compositions to fulfill their own purposes for writing
 of non-verbal communication to communicate with others
 of verbal and non-verbal elements of communication to respond back
B. Performance The The learner...
Standards  orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities and purposes
 prepares for and participates effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing
their own clearly and persuasively.
 reads with sufficient accuracy and fluency to support comprehension.
 uses knowledge of stress and intonation of speech to appropriately evaluate the speaker’s intention, purpose and meaning
 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
 drafts texts using appropriate text types for a variety of audiences and purposes
 edits, rewrites/ revises and publishes texts using appropriate text types for a variety of audiences and purposes
 applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the message
 uses paralanguage and non-verbal cues to respond appropriately
 uses a variety of strategies to provide appropriate feedback
C. Learning Compose clear and Compose clear and coherent Compose clear and coherent Compose clear and coherent The learners should be able
Competencies/ coherent sentences using sentences using appropriate sentences using appropriate sentences using appropriate to understand vocabulary
Objectives appropriate grammatical grammatical structures – grammatical structures – grammatical structures – and build stronger word
( Write the L Ccode for structures – subordinating subordinating conjunctions subordinating conjunctions subordinating conjunctions recognition skills
each) conjunctions AWOUBIES. AWOUBIES. AWOUBIES. AWOUBIES.

D. WBLS LEARNING Learning to THINK: Understand the importance the different subordinating conjunctions and their uses
Learning to DO: identify the different coordinating subordinating and their uses.
ENDSTATES
Learning to FEEL: Appreciates the value of expressing one’s thoughts and ideas
Learning to COMMUNICATE: show tactfulness when communicating with others.
Learning to INTUIT: Reflects how one’s understanding is enriched through reading and attentive listening
Learning to LEAD: Compose clear and coherent sentences using appropriate grammatical structures
 Learning to BE: Independent Pupil

I. CONTENT Compose clear and Compose clear and coherent Short Story: Ang Bagong
( Subject Matter) coherent sentences using sentences using appropriate Kaibigan (PDF)
appropriate grammatical grammatical structures –
structures – subordinating subordinating conjunctions
conjunctions AWOUBIES. AWOUBIES
II. LEARNING
RESOURCES
References
Teacher’s Guide pages
Learner’s Material pages

Textbook pages
Additional Materials from
Learning Resource LR portal
Other Learning Resources
IV. PROCEDURE
A. Reviewing the previous Begin with classroom
lesson or presenting new routine:
lesson a. Prayer
Review on Coordinating Review on Coordinating b. Checking of Attendance
Conjunctions Conjunctions c. Quick Kamustahan

B. Establishing a purpose for A. Pre-Reading Ask the

the lesson student what they already
know about dogs.

C. Presenting examples/ (I cannot go outside (I cannot go outside Let us master the Let us master the Have them share any
instances of the new lesson. because heavy rain fell because heavy rain fell all subordinating conjunctions subordinating conjunctions experiences they have had
all day) 2. Discussipe day) 2. Discussipe "What using this acronyms using this acronyms with pets. Discuss the
"What have you noticed have you noticed in the meaning of the word
"kaibigan" (friend) and
in the sentence? "This sentence? "This is called a
brainstorm synonyms.
is called a subordinating subordinating conjunction"
conjunction" "What are "What are subordinating
subordinating conjunctions? "Everybody
conjunctions? read" "Subordinating
 "Everybody read"
"Subordinating
D. Discussing new concepts Conjunctions are Conjunctions are Vocabulary Preview:
and practicing new skills.#1 conjunctions that are conjunctions that are used Introduce key vocabulary
used at the beginning of at the beginning of words from the story, such
subordinate clauses" subordinate clauses" "There as "alaga" (care for),
"mabait" (kind), "masaya"
"There are some are some examples of
(happy), "pasyal" (walk), and
examples of subordinating conjunctions "laruan" (play). Use visuals,
subordinating and these are: although, definitions, or context clues
conjunctions and these after, before, because,. to explain the meaning of
are: although, after, when, whenever, as soon each word.
before, because,. when, as, and while" "And I am
whenever, as soon as, going to explain each
and while" "And I am subordinating conjunctions
going to explain each and their uses.
subordinating
conjunctions and their
uses.
E. Developing Mastery "Look at the chart" "Look at the chart" B. During Reading Fluency
and Decoding Model fluent
reading, paying attention to
expression and pacing. Have
the student echo-read short
phrases or sentences.
Provide support with
decoding unfamiliar words
using soundspelling
relationships.

Encourage student to
selfcorrect and use context
clues to figure out word
meaning.

Comprehension
Stop periodically to ask the
student comprehension
questions: What happened
just now? How does Dessa
feel? Why did the character
do that? Can you predict
what will happen next?
F. Finding practical application C. Post Reading
of concepts and skills in daily
living Discussion and Analysis:
Discuss the main character,
Dessa, and her relationship
with her dog. Talk about the
importance of friendship,
responsibility, and caring for
animals.

G. Making Generalizations and What are the What are the subordinating Ask the student how the
Abstraction about the Lesson. subordinating conjuctions conjuctions and what are their story made them feel and
and what are their uses? uses? connect it to their own
experiences.

Creative Response: Have

the student draw a picture of
their favorite scene from the
story.
H. Evaluating Learning

I. Additional Activites

III. REMARKS
IV. REFLECTION
A. No. of learners earned
80% in the evaluation.
B . No. of learners who
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. 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 that my
principal or supervisor
can help me solve?

G. What innovation or
localized materials did I
use/ discover that I wish
to share with other
teachers?

Prepared by: Checked by:

GRACE R. TOSARIO MARGARITA E. ASUNCION

Master Teacher I School Principal II