SCHOOL GRADE LEVEL SIX

DAILY LESSON TEACHER LEARNING AREA ENGLISH

LOG
TEACHING DATES AND TIME WEEK 10 QUARTER THIRD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads various text types materials to serve
learning needs in meeting a wide range of life’s purposes.
B. Performance Standards OL- (Oral Language) V (Vocabulary Development) F – (Oral Fluency)
The learners demonstrate understanding of various verbal -The Learners demonstrate understanding that words are -The learners demonstrate
elements in orally communicating information composed of different parts to know that their meaning understanding that a change
The learners prepare for and participate effectively in a range of changes depending in context in stress entails a change of
conversations and collaboration with diverse partners, building on -The learners use strategies to decode correctly the meaning meaning to evaluate the
others’ ideas and expressing their own clearly and persuasively of words in isolation and in context speaker’s/ author’s purpose
-context clues and meaning
-affixes and roots -The learners use knowledge
-other strategies of stress and intonation of
speech to appropriately
evaluate the speaker’s
intention, purpose and
meaning
demonstrates

SS (Study Strategy
Research)
- The learners understanding
of library skills to research a
variety of topics
-The learners utilize discrete
techniques (general or
specific) and applies
appropriately them to all or
most fields of study
C. Learning Present a coherent, comprehensive report on differing viewpoints Infer meaning of content specific terms using Observe accuracy,
Competencies/Objectives on an issue -context clues appropriate rate and proper
-affixes and roots expressions in dialogs
-other strategies
Organize information from
secondary sources in
preparation for writing,
reporting and similar
 academic tasks in
collaboration with others

Write for the LC code for EN6OL-IIIj-1.19 EN6V-IIIj-12.3.3 EN6F-IIIj-3.5

each EN6V- IIIj -12.4.1.3 EN6F-IIIj-3.2
EN6V- IIIj -12.4.2.3 EN6F-IIIj-3.6
EN6SS-IIIj-4

II. CONTENT -describe key information of a text from a prescribed viewpoint Inferring meaning of content Appropriate rate and proper
-discuss the importance of viewpiont of a selected text -context clues expression in dialogues
-affixes and roots Organizing information form
-other strategies secondary sources in writing
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide/Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from The Three Little Pigs Passengers Cars Interactive Skill Book in Refer to Monday and
Learning Resource (LR) http://shortstoriesshort.com/story/the-three-little-pigs/ DepEd-BEAM DLP Module 8 English 6 Tuesday reference
portal http://www.surlanefairytales.com/threepigs/ Grade 6 pp, 5-7
pp, 97-98
B. Other Learning Resources Copy of the short story Copy of the story
The Three Little Pigs Passengers Cars
Short film
song
IV. PROCEDURES
A. Review previous lesson or What are the parts/elements of Sing a song Is it always right to judge Recall the different versions
presenting the new lesson a Story? right away without analyzing of the story the three little
Who’s afraid of the big bad nor weighing things? Why? pigs
(Character, Setting, Plot, wolf?
Climax, Ending) Ask pupils to retell the
version they recall

Remind pupils to listen

attentively and be polite in
asking or giving their own
recollection
B. Establishing a purpose for Class look at the pictures, in Film Showing Class look at the picture, do Show this word transformation Use venn diagram to
the lesson which story have you seen you know what is it called? to the class differentiate the two stories
these photos? (The Three Little The Three Little Pigs
Pigs) (TRAM) Work with a partner

Form
ing
atio
tran in re
er
ns
 A. C.

Before it is known as bus in

the USA and popular to all
commuters.
This is popular in the USA
(United States of America)

Unlocking of Difficulties
Picture A is made
Guess the word use the clue
of what kind of
material/s?
_aza_d - danger
Picture B is made of
what kind of
e_ong_ate_ - lengthened
material/s?
B. Picture C is
made of what kind of
material/s?
Can you summarize in one
sentence the story according to
your own understanding?

Unlocking of Difficulties
Give the meaning of each
underlined words by the clues
given within the sentence.

1. He chased the two

pigs and they ran and
hid in their houses
2. The frightened little
pigs ran to the third
pig’s house made of
bricks because they
were terrified.
3. The pigs were tender
juicy meals for the fox
because he thinks of
them as sumptuous
meal.
C. Presenting (Standard in Oral Reading must Once upon a time when pigs Read the story silently. Analysis and Discussion Discuss briefly the stories
examples/instances of the spoke rhyme with the class
new lesson be observed)
And monkeys chewed Passengers Cars What are affixes?
Present the story. After the discussion pupils
tobacco,
And hens took snuff to make Early railroad passenger cars An affix is added to the root of will be grouped and will be
The Three Little Pigs were little more than the word to change its asked to write a script of the
them tough,
stagecoaches fitted with meaning. story that later on will be role
Once upon a time there were And ducks went quack, quack, special wheels to help them played giving their own
three little pigs. One pig built a quack, O! stay on the tracks. They An Affix added to the front of version according to their
house of straw while the second didn’t hold many passengers, a word is known as a prefix. judgement.
pig built his house with sticks. THERE was an old sow and because they made out, One added to the back is
They built their houses very with three little pigs, and as they were fire harzards. known as a suffix.
quickly and then sang and They also did not hold up
she had not enough to keep
danced all day because they very well if the train came off PREFIX
were lazy. The third little pig them, she sent them out
to seek their fortune. The first the track or had a collision
worked hard all day and built with another train. The first man looks
his house with bricks. that went off met a man with a
bundle of straw, and said to very friendly! I think it would
A big bad wolf saw the two little In the United States, it wasn’t be nice to spend time with
pigs while they danced and him:
long before passenger cars him.
played and thought, “What juicy were lengthened to hold
tender meals they will make!” ‘Please, man, give me that more people. Late in the The second man
He chased the two pigs and straw to build a house.’ 1830s. Americans were looks unfriendly. I don't think
they ran and hid in their houses. riding elongated cars with it would be much fun to spend
The big bad wolf went to the Which the man did, and the double seats on either side of time with him!
first house and huffed and little pig built a house with it. a center asile. By the early
puffed and blew the house Presently came along a wolf, 1900s, most cars were made We can see in the second
down in minutes. The frightened and knocked at the door, and of metal instead of wood. sentence that we added the
little pig ran to the second pig’s prefix "un-" to the word
said:
house that was made of sticks. Sleeping and dining cars "friendly." This prefix "un-"
The big bad wolf now came to were introduced in the United means "not" or "the opposite
this house and huffed and ‘Little pig, little pig, let me States by the early 1860s. of."
puffed and blew the house come in. To which the pig Over the next 25 years other
down in hardly any time. Now, answered: improvements were made, Here are more examples
the two little pigs were terrified including electric lighting, with the prefix "un-":
and ran to the third pig’s house ‘No, no, by the hair of my chiny steam heat and covered
that was made of bricks. chin chin. The wolf then vestibules that allowed  happy ----> unhappy
The big bad wolf tried to huff answered to that: passengers to walk between  finished ----
and puff and blow the house cars. All of these luxuries > unfinished
down, but he could not. He kept helped make railroad travel
‘Then I’ll huff, and I’ll puff, and believable ----
trying for hours but the house much more comfortable. 
I’ll blow your house in. > unbelievable
was very strong and the little
pigs were safe inside. He tried
to enter through the chimney So he huffed, and he puffed,  acceptable ----
but the third little pig boiled a and he blew his house in,
big pot of water and kept it > unacceptable
below the chimney. The wolf fell and ate up the little pig.
into it and died. SUFFIX
The two little pigs now felt sorry The second little pig met a
for having been so lazy. They man with a bundle of furze and The couple is getting married
too built their houses with bricks because they love each other
said:
and lived happily ever after. very much.
Keyword Clouds: three little ‘Please, man, give me that That teddy bear is so cute
pigs and the big bad wolf, three furze to build a house.’ and lovable!
little pigs illustrations, 3 pigs
and a wolf, three little pigs Which the man did, and the
sequencing, three little pigs pig built his house. Then along We can see in the second
children story, three little pigs sentence that we added the
came the wolf, and said:
online, three little pigs original suffix "-able" to the word
story, 3 little pigs short story "love." This suffix "-able"
‘Little pig, little pig, let me means "capable of being" or
come in.’ "able to be."

‘No, no, by the hair of my chiny So, the word lovable means
chin chin.’ something is able to be loved,
or it makes you feel love for it.
"Then I’ll huff, and I’ll puff, and
I’ll blow your house in.’ Here are more examples with
the suffix "-able" or "-ible"
(depending on the root word):
So he huffed, and he puffed,
and he puffed, and he huffed,  present ----
and at last he blew the house > presentable
down, and he ate up the little  comfort ---->
pig. comfortable

The third little pig met a man  depend ---->

with a load of bricks, and said: dependable
 reach ----> reachable
‘Please, man, give me those
bricks to build a house with.’

So the man gave him the

bricks, and he built his house
with them. So the wolf came,
as he did to the other little
pigs, and said:
‘Little pig, little pig, let me
come in.’

‘No, no, by the hair of my chiny

chin chin.’

‘Then I’ll huff, and I’ll puff, and

I’ll blow your house in.’

Well, he huffed, and he puffed,

and he huffed and he puffed,
and he puffed and huffed; but
he could not get the house
down. When he found that he
could not, with all his huffing
and puffing, blow the house
down, he said:

‘Little pig, I know where there

is a nice field of turnips.

‘Where?’ said the little pig.

‘Oh, in Mr Smith’s Home-field,

and if you will be ready
tomorrow morning I will call for
you, and we will go together,
and get some for dinner.’

‘Very well,’ said the little pig, ‘I

will be ready. What time do
you mean to go?’

‘Oh, at six o’clock.’

Well, the little pig got up at

five, and got the turnips before
the wolf came (which he did
about six), who said:
‘Little pig, are you ready?’

The little pig said: ‘Ready! I

have been and come back
again, and got a nice potful for
dinner.

The wolf felt very angry at this,

but thought that he would be
up to the little pig somehow or
other, so he said:

‘Little pig, I know where there

is a nice apple tree.

‘Where?’ said the pig.

‘Down at Merry-garden,’
replied the wolf, ‘and if you will
not deceive me I will come for
you at five o’clock tomorrow.
and get some apples.’

Well, the little pig bustled up

the next morning at four
o’clock, and went off for the
apples, hoping to get back
before the wolf came; but he
had further to go, and had to
climb the tree, so that just as
he was coming down from it,
he saw the wolf coming,
which, as you may suppose,
frightened him very much.
When the wolf came up he
said:

‘Little pig, what! are you here

before me? Are they nice
apples?’

‘Yes, very,’ said the little pig. ‘I

will throw you down one.’

And he threw it so far, that,

while the wolf was gone to pick
it up, the little pig jumped down
and ran home. The next day
the wolf came again, and said
to the little pig:

‘Little pig, there is a fair

at Shanklin this afternoon, will
you go?’

‘Oh yes,’ said the pig, ‘I will go;

what time shall you be ready?’

‘At three,’ said the wolf. So the

little pig went off before the
time as usual, and got to the
fair, and bought a butter-churn,
which he was going home
with, when he saw the wolf
coming. Then he could not tell
what to do. So he got into the
churn to hide, and by so doing
turned it round, and it rolled
down the hill with the pig in it,
which frightened the wolf so
much, that he ran home
without going to the fair. He
went to the little pig’s house,
and told him how frightened he
had been by a great round
thing which came down the hill
past him. Then the little pig
said:
 ‘Hah, I frightened you, then. I
had been to the fair and
bought a butter-churn, and
when I saw you, I got into it,
and rolled down the hill.’

Then the wolf was very angry

indeed, and declared he would
eat up the little pig, and that he
would get down the
chimney after him. When the
little pig saw what he was
about, he hung on the pot full
of water, and made up a
blazing fire, and, just as the
wolf was coming down, took
off the cover, and in fell the
wolf; so the little pig put on the
cover again in an instant,
boiled him up, and ate him for
supper, and lived happy ever
afterwards.

Note about this version:

Joseph Jacobs referenced one
of the first print versions of the
tale for his edition. The story
appeared in:
Halliwell, James
Orchard. Popular Rhymes and
Nursery Tales. London: John
Russell Smith, 1849
D. Discussing new concepts Comprehension Check-up Why couldn’t the wolf blow Study the following Answer READ and Do Script Writing
and practicing new skills #1 Who are the characters of the down the third little pig’s paragraph. Find out the Letter A on page 6 of
story? house? correct meaning of draft by Interactive Skillbook in (Guidelines)
Where did the story happen? How did the first and second studying the context. English 6
What is the most exciting part of little pig survive the big bad • Note the italicized word 1. In writing a script, consider
the story? wolf? draft in the paragraph. the characters and the
Why did the first and second characteristics.
What can you say about the little pig choose sticks and A strong draft had blown the 2. Make necessary dialogue
Three little pigs? First pig, straw to build their houses? window open. With a based on how you
Second Pig and the Third Pig. How did the wolf try and get loud clutter, it blew away the understand or how you judge
How you judge the wolf? Is he into to the brick house after window shutter. Shivering, them in the story read.
really a bad wolf? huffing and puffing? Cindy got up the bed to draft 3. Make it conversational
a temporary replacement for 4. Focus on the topic/context
the shutter until daybreak. As 5. Construct a meaningful
soon as the bank opened, ending.
she would encash the draft
her mother had sent so she
could buy a good window
shutter. Then she would
draft her friends to help put
up the shutter. She would
reward her friends with a cold
draft of fruit juice.

Let’s look at its

meaning by studying the
context.
(1) draft – a current air
(2) draft – a plan
(3) draft – a written order for
money payable to a bank
(4) draft – to select or draw
money
(5) draft – to drink or
something taken in.

• When we use context clues

in learning the meaning of a
word, we
read the words that follow it
and then derive its meaning
from
them or from the context.

Example:
The heavy rain muffles the
loud music in the bedroom
that’s why the baby’s sleep
remains undisturbed.
• Which word in the sentence
means “to deaden the sound
of” or
“to keep down”? The word
muffle means “to keep
down.”
E. Discussing new concepts Investigative work with a Demonstrate the strategy. A.Directions: Choose the
and practicing new skills #2 partner using venn diagram. correct prefix for the following
Comparing and contrasting Ask two to four students to act words using the prefixes in
select characters of the story. as the wolf and pigs. (You may the box. The
choose to have one or three meaning of the word is given
students represent the three at the right.
The Three Little Pigs pigs.) Explain to students that ante - before
there also needs to be a
moderator to ask the bi - both, double, twice
Third Pig questions, and a summarizer
Wolf to summarize the debate. 1. __________ cedent :
happening before
The third Both of them Using the question 2. __________ lingual : able
The Wolf previously demonstrated, have to speak two languages
pig is wise are the student moderator ask the 3. __________ mediate :
determined strong question and have each used between primary and
He is calm. They can character respond. secondary.
He is furious 4. __________ glottis : a thin
stand on plate of flexible cartilage in
Explain to students
their own front of the glottis
that they must “become” the 5. __________ pose : to put a
character and answer the musical or literary work
question as the character together
would. There is no script to B.Add the correct suffix to the
read from so students should underlined item in each
just ad-lib. sentence. Write your answer
on the
After students answer blank.
the question, give a brief 1. A person who always acts
summary of their answers to on stage is an ____________.
demonstrate the role of the 2. A person who manages a
summarizer. library is a
________________.
3. One that tells lies is a
(Observe Politeness at all _________________.
times) 4. A worthy student becomes
a scholar and is granted full
___________.
5. A person who climbs
mountains is a
_________________.
F. Developing mastery Ask learners to discuss their Pass out a copy of Context clues analysis and Put the word in brackets into
(Leads to formative venn diagram, Cite their the Three Little Pigs Story Map discussion the correct form. You will have
assessment) opinions how bad is the wolf, to each learner. to use prefixes and/or
differentiate the three little pigs Give the correct answer for
in their own words. each given answers suffixes.
Explain to the class 1. Based on the other 1. He was sitting
that they will be answering the words in the __________________ in his
5 W's about the story that you sentence, what is seat on the train. (comfort)
just read. the correct definition
of hazards? 2. There was a
For each box, they should a. Engines __________________ light
draw a picture illustrating the b. Risks coming from the window.
who, what, where, when, and c. Stations (green)
why of The Three Little Pigs 2. Based on the other
words in the
sentence, what is 3. He was acting in a very
the correct definition __________________ way.
of collision? (child)
a. Crash
b. Race 4. This word is very difficult to
c. Track spell, and even worse, it's
3. Based on the other __________________.
words in the (pronounce)
sentence, what is
the correct definition 5. He's lost his book again. I
of elongated? don't know where he has
a. wooden __________________ it this
b. new time. (place)
c. lengthened
4. Base on the words in 6. You shouldn't have done
the sentence, what is the that! It was very
correct definition of __________________ of you.
vestitules? (think)
a. passageways
b. cars 7. He didn't pass his exam.
c. depots He was
5. Based on the other words __________________ for the
in the sentence, what is the second time. (succeed)
corrects definition of
luxuries?
8. Some of the shanty towns
a. additions
are dreadfully
b. things offering the greatest
__________________ .
comfort
(crowd)
c. inventions
9. The team that he supported
were able to win
the__________________ .
(champion)
 10. There is a very high
__________________ that
they will be late. (likely)
G. Finding Group Activity: As students work on Directions: Use the context Ask pupils to form new word Role playing
practical/applications of If you were to choose which their story maps, walk around clues to the sentences to find with affixes (prefix and suffix)
concepts and skills in daily kind of house from the three the classroom and look at their the
living little pigs are you going to worksheets to assess their meanings of the bold faced
build? understanding of the 5 W's. words.
Justify your answer. 1. Jane was a wizard at
games. She mastered them
in no time and
seldom last.
(Show openness to criticism) a. evil-magician
b. gifted person
c. average player
2. The holiday was so special
that she was sure she’d
never forget it.
The memory would be
imprinted forever in her
mind.
a. found
b. b.weighed
c. fixed
3. “John will believe anything
anyone tells him,” his teacher
said.
“He’s a very impressionable
young man.”
a. easily influenced
b. unhappy
c. unintelligent
4. “Do you really think it’s
prudent to spend all your
money on
clothes?” his mother asked
crossly.
a. foolish b. wise c. funny
5. “Your plan has merit,”
Elizabeth’s father said. “Let
me give it
some thought.”
a. value
b. awards
 c. kindness
H. Making generalizations Why is it important to view the Activate students' prior A context clue is a clue or What are the essential parts
and abstractions about the facts before giving judgement? knowledge by asking for hint from the sentence that of the script?
lesson volunteers to retell the story helps you to figure out words
of The Three Little Pigs. that you don’t know.
Context clues help you figure
out the meaning of a word by
relating it to other words in
the sentence or this simply
means that we get the
meaning of a word by
studying its relationship with
other words in the sentence.
Some clues are
more obvious than the
others.

I. Evaluating learning Choose one question Students are to select Understanding Context Complete the sentences by Checking of the scripts
and, in each of the character one fairy tale and rewrite the Clues writing the correct prefix in the
columns, record how each tale from the viewpoint of a blank space. You can use a
character might respond to the different character or object Directions: For each dictionary to help you.
question. within the tale. sentence, circle the pair of
words that complete dis- -in mis-
For example: the meaning of the sentence. re- un- under-

1. Their profits have been

Do you think you did anything
__________, and they wish 1. I just can't believe it! The
wrong in this situation?
to __________ their story is _____believable!
 situation.
Pigs’ response: No, we
a. decreasing - excuse 2. No, that answer is
were just minding our
b. declining - remedy _____correct. It is wrong.
own business in our
c. comfortable – redness
houses.
3. Let's look at this
 2. Rats provide a information again. We should
Wolf’s response: I was
__________ in reducing _____view it before the test.
just looking for some
garbage, but this is
food. I can’t help it if
outweighed by their 4. I saw Allison just a moment
I’m hungry.
__________ activities. ago, but now I can't find her! It
a. help - useful seems that
b. trouble - dynamic she _____appeared!
c. service – harmful
5. Oh, I'm sorry, I didn't hear
3. Fact and Fancy were so you correctly. I
_________ that no one could _____understood you.
_________ them.
 a. connected – separate 6. The subway does not go
b. necessary – use over the land like a normal
c. respected – want train. It moves _____ground.

4. If one is to understand the

__________, one must study
the _________.
a. facts – unnecessary
b. unusual – sentences
c. whole- parts

5. His father __________

him, for he realized the
interest was more than
a __________ fancy.
a. encouraged – childish
b. berated – sincere
c. helped – mature

J. Additional activities for Writing Center Ask students to reflect on the Give copies of the passage Write at least 5 sentences Write a four-liner poem of the
application or remediation Have students write a review meeting of the minds from Lesson Guide in three little pigs
of The True Story of the 3 Little technique. How did it help Elementary English (Ateneo) using affixes.
Pigs. Remind them that they them understand the pages 136-137
should use the evaluating characters? What did they like
strategy to make judgments and dislike about the debates? Don’t Dump that garbage
about the story. Have students Did it help them better
read their reviews to a partner understand the stories? Look for the meaning of the
and discuss. underlined word

See page 137

V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
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 these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use./discover which I wish to
share with other teachers?