GRADES 1 to 12 School San Cristobal Elementary School Grade VI

DAILY LESSON PLAN

Teache Angie B. Cantoria Subject English VI
(Pang-araw araw na Tala sa Pagtuturo) NOVEMBER 05, 2018/ Monday/1st
Date/Time Day Grading Period Third Grading
10:00- 10:50/ 10:50- 11:35 A.M.
•Demonstrates understanding of various linguistics nodes to comprehend various texts.
Pamantayang Nilalaman •Demonstrates understanding of the oral standards of English in order to participate in various oral
(Content Standard) communication demands (situation, purpose and audience
•Demonstrates command of the conventions of standard English grammar and usage when writing or
speaking
•Demonstrates understanding of different formats to write for a variety of audiences and purpose.
•Demonstrates understanding of verbal and non-verbal elements of communication to respond back
Pamantayan sa Pagganap •Analyzes text types to effectively understand information/message(s)
(Performance Standard) •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
•Uses linguistic cues to appropriately construct meaning from a variety of purposes.
•Speaks and writes using good command of the conventions of standard English
•Edit texts using appropriate text types for a variety of audiences and purpose.
•Uses a variety of strategies to provide appropriate feedback
Pamantayan sa Pagkatuto Listening Comprehension
(Learning Competencies) Oral Language
Note significant details in the story
Provide evidences using opinion
Layunin (Lesson Objectives) Noting significant details in the story and express opinions using evidences.
Paksang - Aralin (Subject Matter) “The Boastful Shrimp”
Kagamitang Panturo (Learning Resources) EN6LC-IIIa-2.2
EN6OL-IIIa-1.27
Pamamaraan (Procedure)
a. Reviewing previous lesson/s or presenting the new Recapitulation of the previous lesson on the Varieties of Sentences;
lesson -Compound Sentence
-Simple Sentence
-Complex Sentence
With the use of proper conjunctions.
b. Establishing a purpose for the lesson The teacher shows a spoon
-It is used for eating. Aside from it is used as eating utensil, it can be used in several ways. Give some of
its uses. Examples: ice cream scooper, taking in medicines, can opener, as a pestle etc.
c. Presenting examples/instances of the new lesson B. Do you have a pet? Share a heroic deed it has done for you or for others.
Unlocking of Difficulties: Synonym hunt through multiple choice. Encircle the letter of the correct answer
1. The sharp protrusion of a shrimp is used to fight against its enemies.
a. a part of the body that is pointed
b. a part of the body that is hidden.
c. a part of the that is plain.
d. a part of the body that is dull.

2. Nothing can pierce an iron shield even an iron sword.

a. to rip of c. to crush
b. to spin d. to go through

3. The beautiful white pearl is glistening under the rays of the sun.
a. shine c. flash
b. bright d. all the above

4. The boastful man shows off his knowledge about martial arts.
a. humble c. naughty
b. overly confident d. shy

5. His colorful lantern has scorched because of the constant raining.

a. dried c. dyed
b. worn d. a and b

Motive Question: Why is that the story titled the Boastful Shrimp?
d. Discussing new concept The teacher uses the popcorn reading strategy while the other pupils listen very carefully The
Boastful Shrimp
Once there was a shrimp who thought he was the most handsome shrimp in all the world. In fact, he
believed that he was more handsome than any other creatures on earth.
“Just look at my sword,” he proudly told the other young shrimps, pointing to the sharp pointed
protrusion at the end of his nose. Of course, as far as shrimps were concerned, the end of the nose was
the most natural place for the sword to be.
“And look at my thick, smooth shield,” Like other shrimps he carried his shield,” he would continue.
“Nothing can pierce the shield,” like other shrimps he carried his shield on his head. All he needed to do to
show off his head was to hold his head high.
“You are indeed a handsome shrimp,” said an old experienced shrimp. “But you are just reaching
adulthood and have had no experience of the world. Do not display yourself too much or else one of those
humans might grab you,” said the old shrimp pointing with one of his many legs to a young man swimming
nearby.
“Grab me? Who? That soft- skinned two – legged creature? “scoffed the young shrimp. “He does not
even have a proper shell. He has those funny little bits of shell on the ends of his fingers and toes, which
do not protect him at all, as far as I can tell. All I need to do is stab him with my sharp sword, and that will
be end of him. Someday, he and other two- legged humans will look at me and admire me!” said the
young shrimp.
“Well if you won’t listen to my advice,” said the old shrimp, “you will have to learn your lessons the
hard way.”

The young shrimp soon forget about the old shrimp’s advice. He continued his habit of looking for
 groups of other young shrimps his age and showing off before them. He would engage in shrimp
gymnastics, bending his body this way and that, to let them see how strong his muscles inside his
beautifully glistening white shell, which hardly had any dark dots or lines on them, unlike the other shrimps
around him.
One day, a fishing boat passed by, with fisherman on board looking for a good catch. The boastful
shrimp saw his chance to display his athletic form before them. He swam to the surface of the water. The
fisherman saw him. They cast their net and in a few minutes, the boastful young shrimp was caught in the
net, along with other shrimps and fish.
That day, at lunch time, the boastful shrimp was seen on the end of a barbeque stick, his shell now
in beautiful colors of pink, red and brown with some scorched spots from the coals over which he was
roasted.
“What a fine, fat shrimp!” explained the persons around the dining table.
“It’s the best shrimp I’ve ever tasted!” said the person who picked up the barbeque stick and cut up
the shrimp, after putting a little portion in his mouth. The boastful, young shrimp got his wish at last to be
admired by humans.
B. Answer the Comprehension Check-up.
1. Describe the Shrimp based on his outer and inner appearance.
2. Why did the old shrimp advised the boastful shrimp not to display the latter’s shell too much?
3. Did the boastful shrimp listen to his advice? Why?
4. What happened to him?
5. What lesson did you learn from the selection?
-Explain answers by giving one’s opinion and supporting idea
e. Continuation of the discussion of new concept Group Work
Each group will have the review of the selection listened to.
A graphic organizer is used in presenting and developing the skill. The teacher asks each group on action
taken by the boastful shrimp and later asks for inferences on alternative actions.
-What did we do to be able to give alternative actions to the action taken by the character in the story they
read.
-Presentation of each group
Enumerate the characters in the story.
f. Developing Mastery ( The Shrimp, The Old Shrimp)
-What line in the story tells about the characteristics of the shrimp?
-What part of the story you liked best?
g. Finding practical application of concepts and skills A. FIND THE GEMS:
in daily living -Read the story of the selection The Story of the Tiny Frog.
GROUP WORK: Group the pupils into four.
-Group I is assigned to look for the Characters in the story.
-Group II is assigned to look for the Settings.
-Group III is assigned to look for the Plot by sequencing the events in the story in five sentences.
- Group IV is assigned to look for the Theme of the Story.
-Write each output in the Manila Paper and each groupo will assign a presentor in front of the class.
-The teacher gives the final correction/ clarification after each presentor.
The Story of The Tiny Frog
There once was a bunch of tiny frogs who got together to arrange a competition to reach to the top of the
highest tower in town.
As the date for the competition was announced, the news spread everywhere and crowd in large numbers
gathered around the tower to see this interesting competition and cheer on the contestants. The crowd did
not really believe any of these little frogs were going to make it to the top of the tower. Yet they were
curious…
The competition began, the frogs quickly started to ascend and the crowd cheered!
As a few moments passed, someone from the crowd shouted, "Not a chance that they will succeed! The
tower is too high!"
Another spectator said, "Yes, they will never make it to the top. It's way too difficult!"
As the competition continued, some of the tiny frogs began collapsing. One by one… tired… exhausted…
But the race continued… as those who still had the fight left, passionately continued to climb higher and
higher…
In the excitement and anxiety the crowd continued to yell, "It is too difficult. No one will make it!"
More tiny frogs got tired and gave up. They all continued to give up one by one, until there was only ONE
little frog left in the competition who continued to climb higher and higher and higher…
This one wouldn’t give up!
This one tiny frog who, after a big effort was the only one who reached the top! This little soul was the
winner! He made it! He got the glory!
Naturally, everyone wanted to know how this one tiny frog managed to pull it off when every other
contestant gave up. Everybody wanted to know how this tiny frog had found the strength to reach this goal
that everyone else thought it was impossible. So, they asked questions.
It turned out that the winner was deaf
h. Making generalizations and abstractions about the Ask: How do we get the significant details in the story read?
lesson Concept Formation : Noting the significant detail is reading between the lines to get the main idea of
the story, how it started, developed and ended with the help of the characters and other elements of
the story.
i. Evaluating Learning Number each statement according on how the story happened.
_____The old shrimp advised the handsome shrimp not to show off too much.
_____When one day a fisherman was looking for a good catch.
_____The handsome Shrimp starts to brag about his handsomeness and athletic figure.
_____He was caught by fishing net of the fisherman.
_____The boastful shrimp was cooked and eaten at lunch.

j. Additional Activities for enrichment or remediation

k. Remarks VI- Mabini VI- Rizal

5- ______ N- ____ 5- ________ N- _____

4- ______ MPS: ____ 4- ________ MPS- ____
3- ______ MPS- ____ 3- ________ MPS: _____
2- ______ 2- ________
1- ______ 1- ________
 l. Reflection

a. No. of learners for application or remediation

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? Strategies to be used:
Why did these work? __Collaborative Learning
__Group Activities
__ANA / KWL
__Fishbone Planner
__Cause and Effect
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Experiential Learning
__ Explicit Learning/ Pagmomodelo
f. What difficulties did I encounter which my principal ___Pupils did not find difficulties in answering their lesson.
or supervisor can help me solve? ___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of knowledge, skills and interest about the lesson.
___Pupils were interested on the lesson, despite of some difficulties encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite of limited resources used by the teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary behavior.
g. What innovation or localized materials did I __Pagpapanuod ng video presentation
use/discover which I wish to share with other __Paggamit ng Big Book
teachers? __Community Language Learning
__Ang “Suggestopedia”
__Ang pagkatutong Task Based
__Instraksyunal na material
Prepared by:

ANGIE B. CANTORIA
Adviser

Noted:

JOY M. GONZALES, Ed.D

School Head
 GRADES 1 to 12 School San Cristobal Elementary School Grade VI
DAILY LESSON PLAN
Teache Angie B. Cantoria Subject English VI
(Pang-araw araw na Tala sa Pagtuturo) NOVEMBER 06, 2018/ Tuesday/2nd
Date/Time Day Grading Period Third Grading
10:00- 10:50/ 10:50- 11:35 A.M.
•Demonstrates understanding of various linguistics nodes to comprehend various texts.
Pamantayang Nilalaman •Demonstrates understanding of the oral standards of English in order to participate in various oral
(Content Standard) communication demands (situation, purpose and audience
•Demonstrates command of the conventions of standard English grammar and usage when writing or
speaking
•Demonstrates understanding of different formats to write for a variety of audiences and purpose.
•Demonstrates understanding of verbal and non-verbal elements of communication to respond back
Pamantayan sa Pagganap •Analyzes text types to effectively understand information/message(s)
(Performance Standard) •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
•Uses linguistic cues to appropriately construct meaning from a variety of purposes.
•Speaks and writes using good command of the conventions of standard English
•Edit texts using appropriate text types for a variety of audiences and purpose.
•Uses a variety of strategies to provide appropriate feedback
Pamantayan sa Pagkatuto Reading Comprehension
(Learning Competencies) Distinguish text type according to purpose and language features through enumeration.
Layunin (Lesson Objectives) Distinguishing text type according to purpose and language features through enumeration
Paksang - Aralin (Subject Matter) “The Fox in the Well”
Kagamitang Panturo (Learning Resources) EN6RC-IIIa-3.2.8
Pamamaraan (Procedure)
a. Reviewing previous lesson/s or presenting the new Review the summary of the story that was read yesterday.
lesson -What important values did you get from the story?
b. Establishing a purpose for the lesson Recall an instance in your life when you did a certain thing without thinking of the consequences.

What do you think will happen if you did a certain thing without thinking of the consequences?
Have the pupils relate their experiences.
Enhance vocabulary words through body language.
-Read the words aloud
Hind legs
A.

Fore legs
B.

leap
C.

Without the second thought

D.
c. Presenting examples/instances of the new lesson -Have you seen a fox?
(Yes/ Not yet
-What are the qualities of the fox in some common stories?
(Often times fox is wise and bad)
-Let us find out if the fox is still the fox we have known before.
d. Discussing new concept Read the story.

The Fox in the Well

A fox once fell into the well. He tried to jump out but each time he did, he fell back down.
By and by a goat passed by. Looking into the well, he saw the fox. “Hello,” he called. “What are you
doing down there?”
“Drinking some water of course!” replied the fox. “Is it good?” asked the goat.
“Good? It is the best water I ever tasted in my whole life,” answered the fox, drinking a gulp of water.
Without a second thought, the goat jumped in. After drinking some water, he looked about for a way to
get out of the well. “How do we get out of here? “he asked the fox?
“I know what we can do,” said the fox. Looking at the goat from the corner of his eye. “Stand on your
hind legs. Plant your fore legs firmly against the side of the well. I’ll climb on your back, and I’ll step on
your horns. Then I can get out. When I’m out, I’ll help you get out too.”
“That’s a good idea!” said the goat happily as he did what the fox told him to do.
The fox climbed on the goat’s back and horns. Then he jumped out of the well and started on his way.
“Hey!” shouted the goat. “Help me out of here. You promised to help me.”
“You silly goat,” said the fox. You should have thought of that before you jumped in. Next time, look
before you leap.”

-Answer the Comprehension Check.

1. Where did the story happen?

2. Who fell into the well?
3. Who jumped into the well?
4. Why do you think the goat believed the fox? Explain.
5. How did the fox get out of the well?
6. Why did the goat decided to jump into the well?
7. If you were the goat, will you do the same?
8. If you were the fox, will you do the same?
9. What is the moral of the story?
 B. Enumerate the story grammar of the selection read.
-Characters: The Fox and the Goat
-Settings: at the well
-Plot: The goat saw the Fox dinking at the well so the goat did the same without giving a second thought.
In the end the goat left at the well all by himself.
-What does the author want us to feel?
-What do you think is the purpose of the author in writing the story?
e. Continuation of the discussion of new concept What is a Fable?
(The Fable is a short fictional story that is characterized by animals and it always gives us a lesson in life.)
-What is the purpose of a fable?
(The purpose of a fable is to entertain and to inform.)
-What makes it unique?
(It is characterized by animals having the attributes of humans.)

The teacher reads 10 statements and the pupils will identify whether it is a fact or a bluff. (FACT OR
BLUFF CARD)
Bluff 1. The animals can think.
Bluff 2. The goat is a friend to the fox.
Fact 3. The fox belongs to the dog family.
Fact 4. The goat is a hog.
Fact 5. The fable is fictional.
Fact 6. Animals have their own ways of communicating with one another.
Fact 7. All fables give a lesson in life.
Bluff 8. Talking animals like humans is true.
Bluff 9. A fox is smarter than a goat.
Fact 10. In the story, the fox is representing the smart people.
Enumerate the different purposes of a selection.
f. Developing Mastery -to entertain
-to inform
-to persuade
g. Finding practical application of concepts and skills A. ACT ME OUT:
in daily living - Group the pupils into 3 to role play the selection below.
-Group I to entertain
-Group II to persuade or convince.
-Group III to inform
A Raven and a Swan

A Raven, which you know is black as coal, was envious of the Swan, because her feathers were as
white as the purest snow. The foolish bird got the idea that if he lived like the Swan, swimming and diving
all day long and eating the weeds and plants that grow in the water, his feathers would turn white like the
Swan's. So he left his home in the woods and fields and flew down to live on the lakes and in the
marshes. But though he washed and washed all day long, almost drowning himself at it, his feathers
remained as black as ever. And as the water weeds he ate did not agree with him, he got thinner and
thinner, and at last he died.

B. The teacher uses the Rubrics below for checking the role play.

Role-Play Rubric BLM G–17 Name: ______________________________ Date:

_____________________ Activity: ________________________ Role played:
_____________________ Assessment done by:
______________________________________________
Criteria: Rating: Speech was clear with appropriate volume and inflection.
5 4 3 2 1 Role was played in a convincing, consistent manner.
5 4 3 2 1 Arguments and viewpoints expressed fit role played.
5 4 3 2 1 Costumes and props were effectively used.
5 4 3 2 1 Role-play was well prepared and organized.
5 4 3 2 1 Role-play captured and maintained audience interest.
5 4 3 2 1 Additional Criteria:
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Comments: ___________________________________________________

h. Making generalizations and abstractions about the Pupils will state the Fable’s concepts.
lesson Concept Formation:
Fable is a fictional story that has a purpose of entertaining and informing the readers. It is
peopled by animals that are capable of talking and expressing feelings as humans
i. Evaluating Learning The teacher will read the selections orally and the pupils will identify its purpose.
1. Ultra was lying down on the back porch when suddenly his friend Kitten went to him and she invited him
to visit their friend Sky at the pen.
2. The Frog went out for she hate himself for being useless. He couldn’t croak and jump. After he fell into a
deep well and was about to face his death, he was able to bring his best and did even better. He is certain
that no one could help us except our own self.
3. The Free Bird cried, “My Darling sing the song of the woodlands.”
The caged bird said, “Sit by my side; I’ll teach you the speech of the learned.”
4. There was a turtle that couldn’t stop talking and the geese made a challenge to bring her to the nice
place if she could promise not to talk because she will be carrying a stick on her mouth. The turtle agreed
and so they flew to the place. They heard people saying something about them and the turtle spoke. She
fell dead on the ground.
5. The monkey who was so wise ate all the bananas and went down without noticing the thorns planted by
his friend turtle. His selfishness ruined him.
SWBS: Plot Activities
j. Additional AUTHOR:__________
for enrichment or remediation Read another fable and fill up the SWBS Chart meeting the
Chart PURPOSE:_________ details in the story.
TITLE:____
S-Somebody
W-k.Wanted
Remarks VI- Mabini VI- Rizal
B- But
S- So 5- ______ N- ____ 5- ________ N- _____
4- ______ MPS: ____ 4- ________ MPS- ____
 3- ______ MPS- ____ 3- ________ MPS: _____
2- ______ 2- ________
1- ______ 1- ________

l. Reflection

a. No. of learners for application or remediation

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? Strategies to be used:
Why did these work? __Collaborative Learning
__Group Activities
__ANA / KWL
__Fishbone Planner
__Cause and Effect
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Experiential Learning
__ Explicit Learning/ Pagmomodelo
f. What difficulties did I encounter which my principal ___Pupils did not find difficulties in answering their lesson.
or supervisor can help me solve? ___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of knowledge, skills and interest about the lesson.
___Pupils were interested on the lesson, despite of some difficulties encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite of limited resources used by the teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary behavior.
g. What innovation or localized materials did I __Pagpapanuod ng video presentation
use/discover which I wish to share with other __Paggamit ng Big Book
teachers? __Community Language Learning
__Ang “Suggestopedia”
__Ang pagkatutong Task Based
__Instraksyunal na material
Prepared by:

ANGIE B. CANTORIA
Adviser

Noted:

JOY M. GONZALES, Ed.D

School Head

GRADES 1 to 12 School San Cristobal Elementary School Grade VI

DAILY LESSON PLAN
Teache Angie B. Cantoria Subject English VI
(Pang-araw araw na Tala sa Pagtuturo) NOVEMBER 07, 2018/ Wednesday/3rd
Date/Time Day Grading Period Third Grading
10:00- 10:50/ 10:50- 11:35 A.M.
•Demonstrates understanding of various linguistics nodes to comprehend various texts.
Pamantayang Nilalaman •Demonstrates understanding of the oral standards of English in order to participate in various oral
(Content Standard) communication demands (situation, purpose and audience
•Demonstrates command of the conventions of standard English grammar and usage when writing or
speaking
•Demonstrates understanding of different formats to write for a variety of audiences and purpose.
•Demonstrates understanding of verbal and non-verbal elements of communication to respond back
Pamantayan sa Pagganap •Analyzes text types to effectively understand information/message(s)
(Performance Standard) •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
•Uses linguistic cues to appropriately construct meaning from a variety of purposes.
•Speaks and writes using good command of the conventions of standard English
•Edit texts using appropriate text types for a variety of audiences and purpose.
•Uses a variety of strategies to provide appropriate feedback
Pamantayan sa Pagkatuto Study Strategies/Research
(Learning Competencies) Use a particular kind of sentence for a specific purpose and audience
-asking permission
Layunin (Lesson Objectives) Relaying Commands and Request Using Indirect Discourse
Paksang - Aralin (Subject Matter) Relaying Commands and Request Using Indirect Discourse
Kagamitang Panturo (Learning Resources) EN6SS-IIIa-1.8.1
Comic strips, flash cards, Show Me Boards
Pamamaraan (Procedure)
a. Reviewing previous lesson/s or presenting the new Recapitulation on the characteristics of a fable.
lesson What is the purpose of the fable?
What is the most important lesson you learned from the selection?
b. Establishing a purpose for the lesson Use flash cards/show me boards. Write R if the statement states request and C if it shows Command.
1. Listen attentively.
2. Please keep your things in order.
3. Avoid making too much noise.
4. Stop going around please.
5. Observe silence.

-Play a game: Simon says. (Teacher uses command or request.

1. Go to the wash room.
2. Keep right!
3. Kindly speak in a soft voice.
4. Please lend me your ears.
5. Come with us.
c. Presenting examples/instances of the new lesson Ask the pupils to read and analyze the comic strip.
Mother: “Lock your room before leaving, Jim”.
Jim: “Yes, Mother”.
Rina: Mother told Jim to lock his door before leaving.
Ms.Aguila: “Please polish the floor, Mang Ambo.”
Mang Ambo: “Yes Maám”.
Ricky: Ms. Aguila requested Mang Ambo to polish the floor.
d. Discussing new concept What kind of sentences were used?

-Study the charts of direct and indirect discourse

-Differentiate a direct and indirect discourse.
-Differentiate command from request based on their usage.
Point out also their similarities.
e. Continuation of the discussion of new concept Present a Bubble Talk.
Teacher calls on three pupils to act out the dialogue and complete the indirect command or request.
A.
Grandfather: “Obey your parents, Jojo”.
Jojo: “Yes Lolo”.
Shiella: Obey your parents, Jojo.

B.
Millie: “Rizza, Please help me finish my homework”.
Rizza: “Sure”.
Raffy: Millie____Rizza____finish_____project
Answer:
Millie asked Rizza to help her finish her project.
The teacher gives request and command statements.
f. Developing Mastery Fill in the blanks the missing words to complete the sentences. Letters A to D
A. Rico said, “Eric waters the plants”.
-Rico_______ waters the Plants.

B. Liza said, “Please check the papers for me, Annie.”

-Liza ____Annie ________ the papers for ____.
C. Mr. Mirasol said, “Jose, submit your project early tomorrow.”
-Mr. Mirasol ____ Jose _____ project early tomorrow.
D. The maid said, “Please stay in your room, children.”
- The maid ____the children _____ stay in _____ room.
Answers:
1. Rico ordered Eric to water the plants.
2. Liza asked Annie to check the papers for her.

3. Mr. Mirasol told Jose to submit his project early tomorrow.

4. The maid requested the children to stay in their room.
g. Finding practical application of concepts and skills A. WORKING IN TANDEM:
in daily living -Find a partner and create a usual scenario in class that shows the use of a command and request in
direct and indirect discourse.
-Each tandem is expected to present their work in one minute.
A.The teacher checks the pupils work immediately. Using the Rubric for making a dialogue.
h. Making generalizations and abstractions about the Ask: What is Command? What is Request?
lesson -What is a direct discourse?
-What is indirect discourse?
Concept Formation:
In the reported command, the verb “said” is not used, instead, “told”. The word “to” is added before
the verb.
-In reporting request, the verb “asked” or “requested” is used instead of “told”. The word “please” is
dropped.
The quotation marks are dropped.
Necessary changes are made in the pronouns.
Examples:
Direct:
1. “Put down your bag,”
mother said to Leo.
2. “Please try the other button,” Lyka said.
i. Evaluating Learning Read the short paragraph below. Follow what you are asked to do.
It was vacation time. Being the eldest, Lina was assigned by her mother to clean the house. In order
to finish early, she called her brothers and sisters to help her.
Identify her statement if it is a command or request then transform each into a reported form.
_______1. “Kevin, please dust the furniture”.
_______2. “Susie, arrange the books and magazines”.
_______3. “Husk the floor, Ruben.”
_______4. “Help me put some plants inside, Roy”.
_______5. “Please be careful with the plates, Susie”
j. Additional Activities for enrichment or remediation Read and tell what the person in each sentence said.
1. Father said, “Avoid playing near the pool, John”.
2. “Please help me with my toy, Sandy”, Sam said.
3. “Pray before sleeping Ela”, aunt Norma said.
4. Estella said, “Please allow me to visit my friend, Grandma.”
5. “Proceed to my office” the Principal said.
k. Remarks VI- Mabini VI- Rizal

5- ______ N- ____ 5- ________ N- _____

4- ______ MPS: ____ 4- ________ MPS- ____
3- ______ MPS- ____ 3- ________ MPS: _____
2- ______ 2- ________
1- ______ 1- ________

l. Reflection

a. No. of learners for application or remediation

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? Strategies to be used:
Why did these work? __Collaborative Learning
__Group Activities
__ANA / KWL
__Fishbone Planner
__Cause and Effect
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart

__I –Search
__Experiential Learning
__ Explicit Learning/ Pagmomodelo
f. What difficulties did I encounter which my principal ___Pupils did not find difficulties in answering their lesson.
or supervisor can help me solve? ___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of knowledge, skills and interest about the lesson.
___Pupils were interested on the lesson, despite of some difficulties encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite of limited resources used by the teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary behavior.
g. What innovation or localized materials did I __Pagpapanuod ng video presentation
use/discover which I wish to share with other __Paggamit ng Big Book
teachers? __Community Language Learning
 __Ang “Suggestopedia”
__Ang pagkatutong Task Based
__Instraksyunal na material
Prepared by:

ANGIE B. CANTORIA
Adviser

Noted:

JOY M. GONZALES, Ed.D

School Head

GRADES 1 to 12 School San Cristobal Elementary School Grade VI

DAILY LESSON PLAN
Teache Angie B. Cantoria Subject English VI
(Pang-araw araw na Tala sa Pagtuturo) NOVEMBER 08, 2018/ Thursday/4th Day
Date/Time Grading Period Third Grading
10:00- 10:50/ 10:50- 11:35 A.M.
•Demonstrates understanding of various linguistics nodes to comprehend various texts.
Pamantayang Nilalaman •Demonstrates understanding of the oral standards of English in order to participate in various oral
(Content Standard) communication demands (situation, purpose and audience
•Demonstrates command of the conventions of standard English grammar and usage when writing or
speaking
•Demonstrates understanding of different formats to write for a variety of audiences and purpose.
•Demonstrates understanding of verbal and non-verbal elements of communication to respond back
Pamantayan sa Pagganap •Analyzes text types to effectively understand information/message(s)
(Performance Standard) •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
•Uses linguistic cues to appropriately construct meaning from a variety of purposes.
•Speaks and writes using good command of the conventions of standard English
•Edit texts using appropriate text types for a variety of audiences and purpose.
•Uses a variety of strategies to provide appropriate feedback
Pamantayan sa Pagkatuto Writing and Composition
(Learning Competencies) Plan a composition using an outline/other graphic organizers
Layunin (Lesson Objectives) Organizing Ideas Using Graphic Aids
Paksang - Aralin (Subject Matter) Organizing Ideas Using Graphic Aids
Kagamitang Panturo (Learning Resources) EN6Wc-IIIa-1.1.6.1
Graphics organizer, map or globe
Pamamaraan (Procedure) CHILDRENN
a. Reviewing previous lesson/s or presenting the new -What is the difference between a command and a request?
lesson - The command plainly gives an order while a request asks a favor to do or act at a certain task.
-What is a direct and indirect discourse?
1. John said, “wash the dishes Anna.”
-John ordered Anna to wash the dishes.
2. “Please give me a piece of advice.” Jay said.
-Jay asked me to give him a piece of advice.
How do you deliver a direct and indirect discourse?
In the reported command, the verb “said” is not used, instead, “told”. The word “to” is added before the
verb.
-In reporting request, the verb “asked” or “requested” is used instead of “told”
. The word “please” is dropped.
b. Establishing a purpose for the lesson Show a video clip about the children from the different parts of the world.
Let them share opinion.
-Compare the Filipino Children with the Children of the world.
-The teacher presents a semantic web. What word can you associate with the word CHILDREN?
Answers may vary.
Unlock vocabulary words. Match column A with column B and write the letter of the correct answer.

A B
1rebozos a. a pendant braid of hair at the back of the head
2. kimono b. An Eskimo house
3. queue c. Boat house
4. igloo d.cottage
5. fleet e. a Japanese lose robe fastened with a sash.
6. hut f. a long scarf of silk worn wrapped about the head
and shoulder and sometimes over face.
c. Presenting examples/instances of the new lesson A. Motive Questions:
1. How do children from around the world differ from each other?
2. How do children differ in complexion.
3. How do you compare the clothing’s of the children from around the world?
4. Can you make distinctions as the types of houses in which children from around the world lives?
5. What do they have in common?
d. Discussing new concept Read the poem:

Children Around the World

(by Jo Feniford)

Some children are brown like newly baked bread,

Some children are yellow and some are red,
Some children are white and some almost blue,
Their colors are different, the children like you.

Some children wear sweaters and some rebozos

Some children wear furs and some kimonos’
Some children go naked, and wear only their queue,
Their clothes may be different, the children like you.

Some children have houses of stone in the streets,

Some lived in igloos and some lived in fleets,
Some lived in old straw huts and some in new,
Their homes may be different, the children like you.

Some children are Finnish, and some from Japan,

Some are Norwegian and some from Sudan.
Oh yes, we have children in valley, or pike,
Their countries are different-the children alike.

Oh if they could dance and if they could play

Altogether what a wonderful day!
Some could come sailing and some could just hike!
So much would be different- The children alike.

-Using the Clustering Organizer, discuss how children from different parts of the world differ from each
other.
-Let pupils label the sub clusters.
Ayelloww Color of the red

Skin

hut
Sudan

Children
Around the Country of Origin
Types of Shelter
World
 Can you give reasons why they have different complexions?
(They came from different parts of the world)
Cite countries and their skin color.
( Filipinos have brown complexion, China and Japan have yellow complexion, Americans have white
complexion, Africans have black complexions)
-Locate using map or globe where these children are found.
e. Continuation of the discussion of new concept Use your own graphic organizer, and supply the missing details asked by each sub topic.
A. SHELTER
B. CLOTHES
C. COLOR OF THE SKIN
D. COUNTRY ORIGIN
Children Around the
world

GROUP WORK
f. Developing Mastery Present a Fishbone Mapping Graphic Organizer.
Provide the needed data or details to conclude the general concept of children of the world similarities and
differences.
Similarities and differences of the Children of the World

Each group will present each work.

Explain why they chose the said organizer.
g. Finding practical application of concepts and skills LET’S DO IT!
in daily living Prepare an outline about how you want to spend your Christmas using the clustering of ideas.
Checking after immediate submission of work.
h. Making generalizations and abstractions about the Ask: What is the importance of organizing ideas through graphic organizer?
lesson Concept Formation: The clustering graphic organizer shows and separates the developed ideas from
other ideas. The use of the CGO provides the organization of ideas easy to understand, making learning
more enjoyable.
i. Evaluating Learning Use a graphic aid to organize the ideas in the given paragraph.

Provide a Title to the paragraph.

pp.428-429
1. The Filipino is a very respectful person. He shows due respect to his parents, elders and to people in
authority. He never misses saying the word “po” and “opo”. This is a Filipino way of showing respect,
which we are very proud of. He kisses the hands of parents and grandparents as a unique way of showing
respect to elders. He calls his older brother “Kuya and his older sister “ate”.
j. Additional Activities for enrichment or remediation Write a paragraph from the given topics and present it to the class using a graphic organizer.
A. Effect of Smoking on One’s Health
B. Students’ Addiction to Internet Gaming
C. How Do You Celebrate Christmas?
k. Remarks VI- Mabini VI- Rizal

5- ______ N- ____ 5- ________ N- _____

4- ______ MPS: ____ 4- ________ MPS- ____
3- ______ MPS- ____ 3- ________ MPS: _____
2- ______ 2- ________
1- ______ 1- ________

l. Reflection

a. No. of learners for application or remediation

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? Strategies to be used:
Why did these work? __Collaborative Learning
__Group Activities
__ANA / KWL
__Fishbone Planner
 __Cause and Effect
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Experiential Learning
__ Explicit Learning/ Pagmomodelo
f. What difficulties did I encounter which my principal ___Pupils did not find difficulties in answering their lesson.
or supervisor can help me solve? ___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of knowledge, skills and interest about the lesson.
___Pupils were interested on the lesson, despite of some difficulties encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite of limited resources used by the teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary behavior.
g. What innovation or localized materials did I __Pagpapanuod ng video presentation
use/discover which I wish to share with other __Paggamit ng Big Book
teachers? __Community Language Learning
__Ang “Suggestopedia”
__Ang pagkatutong Task Based
__Instraksyunal na material
Prepared by:

ANGIE B. CANTORIA
Adviser

Noted:

JOY M. GONZALES, Ed.D

School Head

GRADES 1 to 12 School San Cristobal Elementary School Grade VI

DAILY LESSON PLAN
Teache Angie B. Cantoria Subject English VI
(Pang-araw araw na Tala sa Pagtuturo) NOVEMBER 09, 2018/ Friday/5th Day
Date/Time Grading Period Third Grading
10:00- 10:50/ 10:50- 11:35 A.M.
•Demonstrates understanding of various linguistics nodes to comprehend various texts.
Pamantayang Nilalaman •Demonstrates understanding of the oral standards of English in order to participate in various oral
(Content Standard) communication demands (situation, purpose and audience
•Demonstrates command of the conventions of standard English grammar and usage when writing or
speaking
•Demonstrates understanding of different formats to write for a variety of audiences and purpose.
•Demonstrates understanding of verbal and non-verbal elements of communication to respond back
Pamantayan sa Pagganap •Analyzes text types to effectively understand information/message(s)
(Performance Standard) •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
•Uses linguistic cues to appropriately construct meaning from a variety of purposes.
•Speaks and writes using good command of the conventions of standard English
•Edit texts using appropriate text types for a variety of audiences and purpose.
•Uses a variety of strategies to provide appropriate feedback
Pamantayan sa Pagkatuto Attitude
(Learning Competencies) Show tactfulness when communicating with others
Layunin (Lesson Objectives) Show tactfulness when communicating with others.
Paksang - Aralin (Subject Matter) Show tactfulness when communicating with others.
Kagamitang Panturo (Learning Resources) EN6A-IIIa-17
Pictures, copy of the selection
Pamamaraan (Procedure)
a. Reviewing previous lesson/s or presenting the new -What is a graphic organizer?
lesson -How does it help the beginners to write a selection?
Why should we be familiar with graphic organizers?
b. Establishing a purpose for the lesson Show a picture of a true friend.
-Do you have a friend?
-What do you like most about your friend?
-What do you dislike about him/ her?
If you want to say an honest mistake of your friend how do you do it?
c. Presenting examples/instances of the new lesson A. Motive Question:
Why do we need to be tactful all the time?
d. Discussing new concept
A.Read te dialogues.
Joana: Hey, Susan! It smells stinky, Is that you Susan!
Susan: No! (She cried and ran outside.)
Joana: Oh! I don’t mean to hurt you, I just want to be frank!

B.
Frieda: Hi, Jenna. Can we talk outside?
Jenna: Sure! Perhaps it is a very important matter right?
Frieda: Yes Jenna. I am your friend and I am concern about your wellness. Being a teenager we must be
concern with our personal hygiene. Taking a bath everyday will help a lot. It is more of loving and
respecting ourselves.
Jenna: Thank you Frieda, indeed you are a true friend. Thank you, and I appreciate it very much.
Comprehension Check:

1.How did Susan react to Joana’s statement?

2.Do you think Joana’s action is right?
3.If you were Susan, will you feel the same?
4.In the dialogue B, How did Frieda approach Jenna?
5.Did Jenna got angry? Did she feel embarrassed? Why?
6.If you were Jenna, will you get mad at Frieda?
7.Why?
8.If you will choose between Joana and Frieda, who will you choose? Why?
e. Continuation of the discussion of new concept Group Work:
Each group will share an instance in their life when they experienced the tactlessness of a certain person.
How they reacted on it.
Create a simple skit that shows tactfulness in school.
f. Developing Mastery Checking.
g. Finding practical application of concepts and skills Look for a tandem/ partner and think of a situation.
in daily living Deliver a one minute dialogue using the tactful way of communicating with others.
The teacher checks the activity immediately using the RUBRIC.

h. Making generalizations and abstractions about the Ask; How do we show tactfulness in communicating with others?
lesson Concept Formation :
1. Be honest but always consider the feelings of others. There are many ways in communicating without
hurting the feelings of others.
i. Evaluating Learning Write T if it shows tactfulness for each situation.
______ 1. Kindly do your work on time because it can help in our performance rating.
_______2. Work fast, you waste our time.
_______3. We can finish the task on time if we will help each other.
_______4. It is much better if we are a help than a burden to other,
_______5. Speak like no one is listening to you.
j. Additional Activities for enrichment or remediation Cut out a comic strip and compose a comic balloon for each conversation. Always use a tactful way of
communicating your thoughts and feelings.
k. Remarks VI- Mabini VI- Rizal

5- ______ N- ____ 5- ________ N- _____

 4- ______ MPS: ____ 4- ________ MPS- ____
3- ______ MPS- ____ 3- ________ MPS: _____
2- ______ 2- ________
1- ______ 1- ________

l. Reflection

a. No. of learners for application or remediation

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? Strategies to be used:
Why did these work? __Collaborative Learning
__Group Activities
__ANA / KWL
__Fishbone Planner
__Cause and Effect
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Experiential Learning
__ Explicit Learning/ Pagmomodelo
f. What difficulties did I encounter which my principal ___Pupils did not find difficulties in answering their lesson.
or supervisor can help me solve? ___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of knowledge, skills and interest about the lesson.
___Pupils were interested on the lesson, despite of some difficulties encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite of limited resources used by the teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary behavior.
g. What innovation or localized materials did I __Pagpapanuod ng video presentation
use/discover which I wish to share with other __Paggamit ng Big Book
teachers? __Community Language Learning
__Ang “Suggestopedia”
__Ang pagkatutong Task Based
__Instraksyunal na material
Prepared by:

ANGIE B. CANTORIA
Adviser

Noted:

JOY M. GONZALES, Ed.D

School Head