School: SILVESTRE LAZARO ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 10 Teacher: LEA MAE P. OLIGANE-MALAAY Learning Area: ENGLISH

DAILY LESSON LOG
JANUARY 20-24, 2025 (WEEK 6)
6-FLICKER 6:35-7:20 AM
6-DUNLIN 8:05 AM-8:50 AM
Teaching Dates and 6-MERLIN 9:45 AM-10:30 AM
Time: 6-CANARY 10:30AM-11:15 AM Quarter: 3rd QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

JANUARY 20, 2025 JANUARY 21, 2025 JANUARY 22, 2025 JANUARY 23, 2025 JANUARY 24, 2025
I. OBJECTIVES
A. Content Demonstrate understanding of Communicates feelings and ideas Communicates feelings and ideas Demonstrate understanding in Demonstrate understanding of the
Standards various text types to comprehend orally and in writing with a high orally and in writing with a high the different types of structure and characteristics of a
and create well-organized, level of proficiency level of proficiency information/factual text paragraph and its contribution to
grammatically correct, and effective written communication
coherent communication using
appropriate text types for effective
interpersonal communication
B. Performance Compose clear and coherent Reads various text types of Reads various text types of Applies knowledge of the Write clear and coherent paragraphs
Standards sentences and paragraphs that materials to serve learning needs in materials to serve learning needs in various types of with well-organized ideas, ensuring
develop a central idea, ensuring meeting a wide range of life’s meeting a wide range of life’s information/factual text unity, coherence, and cohesion
unity, consistency, and variety. purposes purposes
C. Learning Evaluate narratives based on Note significant details of Identify significant and Use text features in Identify the structure and
Competencies how the author developed the informational texts supporting details in an analyzing informational components of a formal theme
elements- Point of View informational text texts (introduction, body, and
conclusion)
Write the LC EN6RC-Ii-2.24.5 EN6RC-IIc5.5 EN6RC-Ig-2.24.1-2 EN6RC-Ig-2.24.1-2 ENG6WC-IVg-2.1
code for each
II. CONTENT Point of View Note significant details of Significant and supporting Text features -First 20 minutes – CATCH UP
(Subject informational texts details in an informational text FRIDAY
Matter) - Structure and Components of a
Formal Theme
III. Learning
Resources
A.References
1.Teacher’s
Guide Pages
2.Learner’s
Materials Pages
3.Textbook
Pages
4. Additional
Materials from
Learning
Resources (LR)
Portal)
B.Other Visual aids Activity Guides, Instructional Activity Guides, Instructional Visual aids Visual aids
Learning Worksheets Materials, Video Clip, Manila Paper Materials, Video Clip, Manila Paper Worksheets Worksheets
Resources Powerpoint presentation Pen, Laptop Pen, Laptop Powerpoint presentation Powerpoint presentation
IV.PROCEDURE
S
A. Review Conduct a short review of the Conduct a short review of the Conduct a short review of the Read the paragraph inside the box Recall the elements of a story: setting,
Previous previous lesson. previous lesson previous lesson and identify what type of text. characters, plot. Discuss how these
Lessons elements connect to the theme.

What
is the paragraph about?
What type of text is it?
What are the other types of text?
B. Establishing -Start with a motivational game, How can you show your love to How can you show your love to Read the paragraph below. Theme Building Blocks
purpose for the "Point of View Guess Who." your father? your mother?
Lesson -Display a picture of a house and ask:
Provide short excerpts from familiar
stories (e.g., Little Red Riding Hood -What parts of a house are necessary
or The Three Little Pigs) and let What is the paragraph about? to make it complete?”
students identify the point of view Are you in favor with the
by standing for First Person, sitting statement of DepEd Secretary -Relate this to writing a formal theme:
for Third Person, and raising both Leonor Briones?
hands for Second Person. Introduction is like the foundation.
Body is the structure.
-Ask: Conclusion is the roof that finishes
1. Why do you think the author the house.
chose this point of view?
2. How does it affect the way you
understand the story?

C. Presenting Point of view (POV) refers to the Now, let us read the title of the Let us read the story, Mother and Say: Class, today we will learn to A formal theme is a structured piece
examples perspective from which a story is story. What is meant by duped? her Sacrifice. identify the structure, purpose and of writing made up of three main
/instances of told. It determines how much Who duped the wicked sons? How language features ofdifferent text parts:
the new lessons information the narrator provides were they duped? Listen and find. type. Let us read and study the
to the readers and shapes their Note the important information sample text below. Introduction: Presents the topic and
understanding of the story. found in the story hooks the reader.
Different types of point of view Body: Develops the main ideas with
 offer varying levels of insight into supporting details.
characters’ thoughts, feelings, and Conclusion: Summarizes the main
motivations. points and gives a closing thought.

What is the story above?

What is the purpose of the text
-Present the following excerpts: above?
What is the type of the text?
Does it include the story
First Person: “I couldn’t believe
elements?
what I saw that day.”
Does it focus on a specific
participants or character?
Second Person: “You enter the dark
room, and the air feels cold.”

Third Person Limited: “She thought

about the consequences of her
decision but kept silent.”

Third Person Omniscient: “He didn’t

know that across the room, she was
also waiting for the same answer.”

Discuss each example:

 Who is telling the story?

 What information does the
narrator have?

D. Discussing Read the story: INFORMATIONAL TEXT is a type of

new concepts How the Wicked Sons Were Duped text that gives facts about people,
and practicing by Joseph Jacobs objects, or events. Its two basic
new skills #1. elements are classification and
description. It starts by mentioning
Asks: the category to which the topic
Did the sons change their conduct belongs. For instance, if the
toward their father? What did they information report is about Dr.
hope for? How do you think the Jose Rizal, it begins by mentioning
sons feel when they opened the that he is the national hero of the
bags? What lessons does the Philippines. Then, it proceeds with
 selection teach you? a more detailed description of his
characteristics and achievements
that make him a notable hero.

There are five types of

informational texts focusing on
different aspects of the topic being
discussed and using different
signal words to connect the ideas
in the text.

E. Discussing Noting down is useful to get the Things to remember in noting FACTUAL TEXTS inform readers
new concepts & key information. It makes you down: about different topics. Study the
practicing and retain, remember, 1. Don’t write every single word table below showing the different
concern to new Factual Text types.
recite, and recall relevant you hear.
skills #2
information. 2. Highlight only the key words.
3. Note down words or expressions
How to note details? that the speaker repeats more than
1. Always read the story with full twice.
understanding and internalize the These are important.
lines 4. Stick to short phrases and bullet
printed. points. AUTHENTIC TEXT is print, audio,
2. Jot down notes or highlight texts. 5. Have your own personal and visual documents created and
used by native speakers. Examples
You will know that you’re doing the abbreviations for words to save
include books, websites, articles,
right thing time and effort on artwork, films, folktales, music,
when the things you’ve taken down advertisements, videos, posters,
describe the main idea and the your part. news, songs, food and
supporting commercials.
ideas.
Informational Text is nonfiction Authentic reading materials
include published works that are
writing, written with the intention
typically encountered by students
of informing the in daily life, such as in magazines,
reader about a specific topic. It is books, or newspapers. The use of
typically found in magazines, authentic reading materials may
 science and mean that some materials are
autobiography and history books. emotionally charged or may use
Its primary purpose is to inform the language outside student’s
particular cultural experience.
reader
Authentic materials are not
about created specifically to be used in
the natural or social world. the classroom, but they make
excellent learning tools for
students precisely because they
are authentic.
F.Developing -Divide the class into groups. Directions: Read each detail. Put a Why is washing our hands Read the following informational Activity: "Dissect the Theme"
Mastery (Leads Provide each group a short check mark (√) on the line if the important? Handwashing makes texts. Identify the type of factual
to Formative narrative. detail is found in the story. Put a our hands clean if done text. Write your answer on a -Provide a sample formal theme.
Assesment 3
cross mark (X) if it is not. properly. By using a germicidal soap separate sheet of paper.
-Task: Identify the Point of View, -Students will label the introduction,
1 The story took place somewhere and clean water, it will make our
discuss why the author might have body, and conclusion, and identify
chosen it, and describe its effect on in India a long time ago. hands free A. Description their components (e.g., hook, thesis,
the story. 2. A very wealthy old man had three from any form of germs. The B. Explanation topic sentences).
wicked sons. germicidal soap should stay on our C. Informational report
-Example: Use an excerpt from 3. All the three sons were kind and hands for 20 D. Procedure
Harry Potter (Third Person Limited) respectful to their father. seconds while rubbing vigorously. E. Recount
or The Diary of Anne Frank (First
4. A friend helped the old man one Germicidal soaps are known to kill
Person).
day. germs in our
5. A friend brought him six bags full hands. Handwashing is important so
of stones and sand. that we will not get sick.
6. The sons believed that their 1. Why is handwashing important?
father became wealthy again. 2. How should a germicidal soap be
7. The old man tricked his sons. used in handwashing? 3. Why is
8. A friend owed the old man there a need
thousands of rupees. to kill germs in our hands?
9. The sons changed their conduct
toward their father at the end of
the story.

10. The old man died of old age.

G. Finding Students will read a one-paragraph Did the sons change their conduct What lessons does the selection Read the informational text below. Writing Task:
Practical excerpt from a short story and write toward their father? What did they teach you? Then, answer the following
Applications of a short analysis of the following: hope for? questions that follow. Use a -Students will write a three-
concepts and  The point of view used. separate sheet of paper for your paragraph formal theme on the
skills in daily  How it affects the story's answer. topic: “Why Education is Important.”
living understanding or mood.
 Whether the author’s Guidelines:
 choice was effective. Introduction: Include a hook,
background, and thesis.

Body: Provide 2-3 supporting points

(e.g., education improves knowledge,
teaches values).

Conclusion: Restate the thesis and

end with an inspiring thought.
1. What is quicksand?
2. How does quicksand form?
3. Where does quicksand form?
4. How does one escape from
quicksand?
5. Is quicksand dangerous? Why?
Why not?
H. Making -Recap the types of point of view How do you note the significant What is the importance of noting Ask students:
Generalizations and their effects on narratives. details from an informational text. down relevant information in a
& Abstractions text heard? Noting down relevant 1. What are the three main parts of a
about the -Ask: How does understanding the information in a text heard will formal theme?
lessons point of view help us appreciate the help us to be better recall and
story more? understand its message. We note 2. Why is it important to follow this
relevant information when we structure?
take note of specific parts of a
text.
I.Evaluating Match each excerpt below to the Directions: Read each question Directions: Read the passage Read the following passage and Rubric-based evaluation of the
Learning correct type of point of view: properly. Answer what is asked carefully. Take note of the relevant answer the questions that follow. student’s written theme. Criteria
1. First Person based on the information in it and answer the Write your answer a separate include:
2. Second Person relevant information from the story questions that follow. Encircle the sheet of paper.
3. Third Person Limited you heard. letter of the correct answer Correct structure (Introduction, Body,
4. Third Person Omniscient 1. How many sons did the old man Conclusion). (4 pts))
have?
Excerpts: a. four sons b. three sons c. two Coherence and organization.
1. "I couldn't believe it when I sons (3 pts.)
saw the letter. My hands 2. Why did the old man divide his
were shaking as I opened property among his three sons? Grammar and mechanics. (3 pts.)
it." a. because he was imagining that 1. What did the pupils decide to
2. "You turn the corner and he was on the point of death do? 1.What is Step Juan?
see a shadow move. Your b. because he wanted to work a. make their room clean, orderly 2. What was Tomas’ dream as a
heartbeat quickens as you abroad and beautiful young boy? How did he fulfill it?
try to decide whether to c. because he felt pity to his sons b. make their home clean, orderly 3. How does he help children with
run or stay." 3. Who helped the old man solve and beautiful cancer?
3. "She stared at the old his trouble? c. make their school surroundings 4. Why is Tomas considered a
 photograph, her mind a. a dearest cousin b. his brother c. clean, orderly and beautiful modern hero?
racing with memories of a friend 2. What did they agree upon? 5. Explain the quote from Tomas
happier times." 4. Why did the old man trick his a. to form a society found at the end of the text.
4. "Emma was nervous about sons? b. to follow the rules
the meeting, but little did a. to change their conduct towards c. to work on the school ground
she know, Mr. Davis had him 3. What will they do with their
already decided to hire b. to make fun of them shoes?
her." c. to revenge them a. wipe on the doormat
5. "We walked through the 5. What happened to the young b. leave on the doormat
forest together, our steps men as they heard that their c. put under the doormat
in sync, and I felt a deep father’s wealth 4. From what will they keep the
sense of peace." increased? furniture free?
6. "You walk into the room, a. They robbed the wealth of their a. books b. cover c. scratches
and all eyes are on you. It father. 5. Where the cleaning materials
feels like they’re judging b. They didn’t care their father’s should be kept?
your every move." wealth. a. box b. drawer c. bookcase
7. "He watched her from a c. They began to be more attentive 6. How should the furniture be
distance, wishing he could and pleasing to their father than arranged?
tell her the truth. ever before. a. properly b. artistically c.
Meanwhile, she believed carelessly
he had forgotten all about 7. Where should one keep his
her." pencils, books and notebooks after
8. "I’ve always been scared of using?
heights, but climbing that a. in his bag b. on the desk c. on the
mountain was something I teacher’s table
had to do for myself." 8. Where should the wastepaper be
9. "As the clock ticked, Lisa thrown?
wondered if she’d made a. in the desk b. in the drawer c. in
the right decision. Across the waste basket
town, Mark couldn’t shake 9. Where should one hang
the feeling that something raincoats and umbrellas?
was wrong." a. on the desk
10. "Your heart races as you b. in the cabinet
hear the door creak open c. on one corner of the room
behind you. You take a 10. What should be kept clean and
deep breath and turn well-covered?
around." a. desks b. books c. tables

J. Additional Copy a sample of a narrative text

activities for and identify the purpose, structure
application or and language features.
remediation

V.REMARKS
VI. Reflection
A.No. of Flicker____________ Flicker____________ Flicker____________ Flicker____________ Flicker____________
learners who Dunlin ____________ Dunlin ____________ Dunlin ____________ Dunlin ____________ Dunlin ____________
earned 80% in Canary___________ Canary___________ Canary___________ Canary___________ Canary___________
the evaluation Merlin____________ Merlin____________ Merlin____________ Merlin____________ Merlin____________

B. No. of ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who require
learners who require additional require additional require additional require additional additional activities for
requires activities for remediation activities for remediation activities for remediation activities for remediation remediation
additional
acts.for
remediation
who scored
below 80%
C. Did the ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
remedial ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who
lessons work? caught up the lesson caught up the lesson caught up the lesson caught up the lesson caught up the lesson
No. of learners
who caught up
with the
lessons
D. No. of ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
learners who continue to require continue to require continue to require continue to require continue to require
continue to remediation remediation remediation remediation remediation
require
remediation
E. Which of my Strategies used that work Strategies used that work Strategies used that work Strategies used that work Strategies used that work
teaching well: well: well: well: well:
strategies ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
worked well? ___ Games ___ Games ___ Games ___ Games ___ Games
Why did this ___ Power Point ___ Power Point ___ Power Point ___ Power Point ___ Power Point
work? Presentation Presentation Presentation Presentation Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering ___ Answeringpreliminary
activities/exercises activities/exercises activities/exercises preliminary activities/exercises
___ Discussion ___ Discussion ___ Discussion activities/exercises ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Discussion ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Case Method ___ Think-Pair-Share (TPS)
___ Rereading of ___ Rereading of ___ Rereading of ___ Think-Pair-Share ___ Rereading of
Paragraphs/ Paragraphs/ Paragraphs/ (TPS) Paragraphs/
Poems/Stories Poems/Stories Poems/Stories ___ Rereading of Poems/Stories
___ Differentiated ___ Differentiated ___ Differentiated Paragraphs/ ___ Differentiated
Instruction Instruction Instruction Poems/Stories Instruction
 ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method Instruction ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Role Playing/Drama ___ Lecture Method
Why? Why? Why? ___ Discovery Method Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Lecture Method ___ Complete IMs
___ Availability of ___ Availability of ___ Availability of Why? ___ Availability of Materials
Materials Materials Materials ___ Complete IMs ___ Pupils’ eagerness to
___ Pupils’ eagerness to ___ Pupils’ eagerness to ___ Pupils’ eagerness to ___ Availability of learn
learn learn learn Materials ___ Group member’s
___ Group member’s ___ Group member’s ___ Group member’s ___ Pupils’ eagerness to Cooperation in doing their
Cooperation in doing Cooperation in doing Cooperation in doing learn tasks
their tasks their tasks their tasks ___ Group member’s
Cooperation in doing
their tasks
F. What __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
difficulties did I __ Pupils’ __ Pupils’ __ Pupils’ __ __ Pupils’ behavior/attitude
encounter behavior/attitude behavior/attitude behavior/attitude Pupils’behavior/attitude __ Colorful IMs
which my __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Unavailable Technology
principal/super __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Equipment (AVR/LCD)
visor can help Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) UnavailableTechnology __ Science/ Computer/
me solve? __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ Equipment (AVR/LCD) Internet Lab
Internet Lab Internet Lab Internet Lab __ Science/ Computer/ __ Additional Clerical works
__ Additional Clerical __ Additional Clerical __ Additional Clerical Internet Lab __Reading Readiness
works works works __ Additional __Lack of Interest of pupils
__Reading Readiness __Reading Readiness __Reading Readiness Clericalworks
__Lack of Interest of pupils __Lack of Interest of __Lack of Interest of __Reading Readiness
pupils pupils __Lack of Interest of
pupils
G. What Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
innovations or __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
localized __ Making use big books __ Making use big books __ Making use big books __ Making use big books __ Making use big books
materials did I from from from from from
used/discover views of the locality views of the locality views of the locality views of the locality views of the locality
which I wish to __ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics __ Recycling of plastics to
share with be used as Instructional be used as Instructional be used as Instructional to be used as be used as Instructional
other teachers? Materials Materials Materials Instructional Materials Materials
__ local poetical __ local poetical __ local poetical __ local poetical __ local poetical
composition composition composition composition composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures