DAILY LESSON LOG

Learning Area ENGLISH Quarter Two

Name of Teacher Roselle Mae M. Raguindin Grade Level Grade 6
Date/s October 21, 2024 Section CHARITY

Week 5
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
I. OBJECTIVES objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
The learners
Content Standards Demonstrate understanding of the oral standards of English in order to participate in various oral communication that
demands (situation, purpose and audience)
The learners
Performance Standards Prepare for and participate effectively in a range of conversations and collaboration with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively
Competencies:  Share brief impromptu EN6G-Ih-3.9
remarks about topics of interest Compose clear and coherent sentences using
(EN6OL-IIf-5) Specific Objectives: appropriate grammatical structures: SubjectVerb
Use brief impromptu remarks about topics of Agreement
Learning Competencies
interest;  Identify impromptu strategies; 
EN6A-Ih-17
Show openness to criticism. Show tactfulness when communicating with others
I

Learning Targets I can give a short impromptu speech about a I can use adverbs of manner to describe how

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 topic I am interested in and use strategies to actions are done and show politeness when
help me stay calm and organized. speaking or writing.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Brief Impromptu Remarks Adverbs of Manner
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
III. LEARNING RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Teacher’s Guide pages
Learner’s Material/Textbook pages

Additional Materials from Learning

Resources (LR) portal and other
Supplementary Materials

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Monday Tuesday Wednesday Thursday Friday
A. Engage Objective: Capture students’ interest and connect with prior Objective: Capture students’ interest and connect
To capture students’ interest and
stimulate their curiosity.
knowledge. with prior knowledge about adverbs of manner.
Teachers present a scenario,
question, or problem to connect
with students' prior knowledge
Show the Pictures: Activity Setup:
and experiences. Display images of the logos for Instagram, Facebook,
YouTube, Twitter, and Google on the projector or 1. Write or display the following
screen. sentences on the board:
1. Linda works happily.
2. Mr. Enriquez strongly
disagrees in that argument.
3. I walked briskly on a hot
beach sand.

Read Aloud:

1. Ask the students to read the sentences

aloud with you, emphasizing the

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 Ask the Class: italicized words in each sentence.

1. “Are you familiar with these pictures?” Question Prompt:

2. “Where do we see these logos or symbols?”
1. For each sentence, ask the class:
Discussion Prompts:
1. "How does she work?" (for
1. “How do we use these platforms in our daily sentence 1)
lives?” 2. "How does he disagree?" (for
2. “Have you ever posted something quickly without sentence 2)
much planning on any of these platforms? How did 3. "How did the speaker walk on
you feel?” the sand?" (for sentence 3)
3. “When you share your thoughts or ideas on social
media, do you plan ahead or do it on the spot?” Discussion:

Link to the Lesson: 1. Guide students to recognize that the

italicized words describe how the
1. Explain to the class that today’s activity is like action is done.
sharing thoughts on social media but doing it in 2. Ask: “What do we call these words
person. Just like we post quick ideas online, they’ll that tell us how something is done?”
practice giving impromptu

B. Explore Objective: Provide students with hands-on experiences to Objective: Guide students in learning how to use
To provide students with hands-
on experiences to investigate
investigate and explore the concept. adverbs of manner, change adjectives into
and explore the concept. adverbs, and communicate with politeness.
Students engage in activities that
allow them to observe, question,
Activity:
and experiment.
1. Divide the class into small groups and give them a
list of everyday topics (e.g., “My Favorite Food,” Introduction to the Activity:
“What I Did Last Weekend,” “The Best Pet to
Have”).
2. Each student has 1 minute to prepare and 1 minute
to speak about the topic. 1. Tell the class: "Today, we are going to
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 3. Encourage them to organize their thoughts quickly
and share confidently. focus on three important skills."
1. "First, we will learn how to
Focus: compose clear and coherent
sentences using adverbs of
1. Encourage students to notice how they organize manner."
their ideas under pressure. 2. "Next, we will change
adjectives into adverbs to
describe how actions are
done."
3. "Finally, we will practice
showing tactfulness and
politeness in our
communication."

Step-by-Step Instructions:

1. Part 1: I will give you a list of

adjectives. Your task is to turn these
adjectives into adverbs by adding ‘-ly’
when necessary (e.g., quick →
quickly).
2. Part 2: Once you have your adverbs,
use each adverb in a sentence to
show how someone does an action.
1. For example, "She works
quickly in the library."
3. Part 3: While creating your
sentences, think about how we can
communicate politely. Use adverbs
like "kindly" and "gently" in your

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 sentences to show how we can speak
or act tactfully with others.

Politeness Focus:

1. Remind the class: "When we

communicate with others, it's
important to not only use the right
words but also to show politeness
and tact. Adverbs can help us show
how we speak or act in a kind and
respectful way."

Practice:

1. Start by providing a few examples,

and then allow students to create
their own sentences using adverbs of
manner, focusing on clear
communication and politeness.

C. Explain Objective: Encourage students to articulate their Objective: Encourage students to articulate their
To encourage students to
articulate their understanding
understanding and introduce formal concepts. understanding and introduce formal concepts.
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and to introduce formal
definitions and concepts.
Teachers facilitate discussions, Mini-Lesson: Mini-Lesson on Adverbs of Manner:
provide explanations, and guide
students to connect their
exploration to scientific 1. Discuss strategies for delivering impromptu 1. Explain that adverbs of manner tell us
concepts.
remarks: how an action is done. They often end
1. Take a deep breath to stay calm. in “-ly” (e.g., “quickly,” “softly”).
2. Focus on a single main idea. 2. Write more examples on the board
3. Start with a simple sentence. and explain the difference between
4. Support with examples or personal adjectives and adverbs (e.g., “quiet”
experience. describes a person, “quietly”
5. End with a clear conclusion. describes how someone speaks).

Concept Introduction: Interactive Discussion:

1. Explain that “impromptu” means speaking without 1. Ask: “How can we make a sentence
much preparation. more interesting using adverbs?”
2. Introduce key strategies: calmness, focus, simple 2. Demonstrate by turning a simple
structure (introduction, body, conclusion). sentence into a descriptive one:

Discussion: 1. “The cat ran” becomes “The

Ask students: cat ran quickly.”

1. What strategies would help you if you were Concept Connection:

nervous?
2. Why is it important to organize your thoughts when 1. Discuss how adverbs of manner can
speaking? also show politeness in
communication (e.g., speaking kindly
or acting politely).

D. Elaborate Objective: Allow students to apply their understanding to Objective: Allow students to apply their
To allow students to apply their
understanding to new situations
new situations and deepen their knowledge. understanding to new situations and deepen their
and deepen their knowledge. knowledge.
Students engage in activities that
extend their learning and
Activity:
challenge them to use their new Activity:
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knowledge in different contexts.

1. Hold an “Impromptu Speech Challenge.” 1. In small groups, students will be

2. Randomly select students to give a 1-minute given a set of scenario cards (e.g.,
impromptu speech on a fun, light-hearted topic “Someone asks you to pass a
(e.g., “If I Could Have Any Superpower,” “My pencil.”).
Dream Vacation,” “The Best Thing About My 2. Each group will create polite
School”). sentences using adverbs of manner
3. After each speech, provide time for other students (e.g., “I politely handed over the
to give constructive feedback, focusing on the pencil”).
speaker’s organization, clarity, and delivery. 3. Have groups present their sentences to
the class, focusing on how adverbs
Application: change the tone of their
communication.
Ask students to apply the strategies from the “Explain” phase
to organize their speeches. Application:

Application : Duck race 1. After the group activity, ask students

to write three sentences using adverbs
of manner to describe actions they see
in the classroom (e.g., “The teacher
speaks clearly.”).

E. Evaluate Objective: Assess students' understanding and skills, and Objective: Assess students’ understanding and
To assess students’
understanding and skills, and to
provide feedback. skills, and provide feedback.
provide feedback. Both
formative and summative
assessments are used to measure
Self-Assessment: Formative Assessment:
students' learning and progress.
1. Give students a quick self-assessment checklist: 1. Ask students to complete a short
1. Did I use a calm and confident voice? worksheet where they turn adjectives
2. Did I organize my speech with a clear into adverbs and use them in
beginning, middle, and end? sentences (e.g., “quick” → “quickly”).
3. Was I able to stay focused on one main 2. Sample questions:
idea? 1. “Turn ‘happy’ into an adverb
and use it in a sentence.”
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 2. Allow them to reflect on their performance. 2. “Describe how someone can
eat using an adverb of
Teacher Evaluation: manner.”

1. Assess students based on clarity, organization, use Summative Assessment:

of strategies, and confidence.
1. Instruct students to write a short
Peer Feedback: paragraph describing an activity they
enjoy, using at least three adverbs of
1. Encourage students to offer positive and manner (e.g., “I play basketball
constructive feedback to their peers. excitedly. I dribble the ball
carefully.”).

Values Integration Objective: Incorporate ethical and moral principles into the Objective: Incorporate ethical and moral
Incorporating ethical and moral
principles into the curriculum to
lesson. principles into the lesson.
help students develop character
and positive attitudes alongside
academic knowledge.
Discussion on Openness to Criticism: Discussion on Politeness:

1. Emphasize that learning to speak confidently 1. Highlight the importance of being

includes being open to feedback and improving. polite in both speech and writing.
2. Highlight the value of listening to others’ feedback 2. Ask students: “Why is it important to
with respect and a positive attitude. communicate politely? How can using
polite adverbs, like ‘kindly’ or
Question to Ponder: ‘gently,’ help in our everyday
conversations?”
1. How can accepting feedback help us grow and
become better communicators? Reflection Question:

1. “How can using polite words and

adverbs of manner help us make
friends and avoid
misunderstandings?”

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 Checked by: Reviewed by: Approved by:
I.
REM

Reflect on your teaching and assess KRISTINE FAITH G. ALEJANDRO, LPT JOHN CLYDE M. RANCHEZ, LPT TESSIE C. PASION, MAEd
yourself as a teacher. Think about your Grade School Coordinator Academic Coordinator School Principal
II. students’ progress this week. What
works? What else needs to be done to
REFL help the students learn? Identify what
help your instructional supervisors can
provide for you so when you meet them,
you can ask them relevant questions.
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Prepared by:

ROSELLE MAE M. RAGUINDIN, LPT

Subject Teacher

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