School: DepEdClub.

com Grade Level: VI

GRADES 1 to 12 Teacher: File created by Ma’am MA. DONNA V. MARQUEZ Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and
Time: MARCH 2 – 6, 2020 (WEEK 7) Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards  Demonstrates understanding of various non-verbal elements in orally communicating information
 Demonstrates understanding that words are composed of different parts to know that their meaning changes depending in context
 Demonstrates understanding of verbal and non-verbal elements of communication to respond back
 Demonstrate understanding of the research process to write a variety of texts
 Demonstrates understanding that a change in stress entails a change of meaning to evaluate the speaker’s/author’s purpose and meaning
.
B. Performance Standards  Orally communicates information, opinions and ideas effectively to different audiences for a variety of purposes
 Uses strategies to decode correctly the meaning of words in isolation and in context
 Uses a variety of strategies to provide appropriate feedback
 Uses a variety of research strategies to effectively write a variety of texts for various audiences and purposes
 Uses knowledge of stress and intonation of speech to appropriately evaluate the speaker’s intention, purpose and meaning
C. Learning Competencies/ Summarize the information Use appropriate graphic organizer Use various types and kinds of Conduct short research projects on Compose three-paragraph
Objectives from a text heard in text read sentences for effective a relevant issue persuasive essay on self-
Inferring meaning of content- communication of information/ideas selected topic
specific terms using (Compound-Complex Sentence) Make connections between
-context clues information viewed and personal
-affixes and roots experiences
-other strategies

Write the LC code for each EN6OL-IVg-3.6 EN6RC-IVg-2.15.2 EN6SS-IVg-1.10 EN6SS-IVg-2.3 EN6WC-IVg-2.2.11
ENGV-IVg-12.3.3 EN6VC-IVg-1.4
ENGV-IVg-12.4.1.3
EN6V-IVg-12.4.2.3

II. CONTENT Clarifying meaning of text Graphic organizer Compound-Complex Sentence Used to influence viewers Composing paragraph
(Subject Matter) heard Research projects Stereotypes, point of view ,
Inferring meaning of borrowed propaganda
word
Context clues
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide/Pages Curriculum Guide pp 138 of227
2.Learner’s Materials Pages
3.Textbook Pages Essentials English 6 pp.372-373 Essentials English 6 pp.373--376 Essentials English 6 pp.378-379 Essentials English 6 pp. 376 Essentials English 6 p 380
4.Additional Materials from
Learning Resource(LR)portal
B. Other Learning Resources powerpoint Chart, worksheet powerpoint powerpoint Powerpoint
III. PROCEDURES
A. Reviewing previous lesson Arrange the jumble words to Add tion/ ion to the following Recall what the difference between a Write the clue words in the box How to write a persuasive
or presenting new lesson form the informational text words. compound sentence to a complex where they belong. paragraph. Watch a video to
needed in making a summary. sentence. know what is a persuasive
1.transfuse We she him my me paragraph?
What tell text the all is about. 2.progress You he I mine her they
Topic the identify. 3.obsess Them
Points key the tell. 4.confess
5.televise First Second Third
6.supervise person Person Person

B. Establishing a purpose for Each group will be given a The following underlined words Study the following sentence. Watch any one of these episodes of Watch another video to learn
the lesson picture puzzle of climate are found in the story we are Jollitown at www. more how you can write a
change. Then tell something going to read today. Give their 1. Their parents disapproved of Youtube.com/watch?=u6jXQA18juA persuasive paragraph.
about climate change . meaning using context clues. their relationship and tried
to separate them, but
1. She screamed in fright forbidden love would always
and scamperd away, find a way.
dropping her shawl in her 2. When the night came, Thisbe
hurry. secretly slipped out of the
a. Jump house to meet Pyramus.
b. Run Write the important information
2. He grabbed the dagger Identify what type of sentence you learned from the episode.
which he had always are they, and why. Which part of the episode is related
brought with him. Original File Submitted and Formatted to your personal experience?
a. Gun by DepEd Club Member - visit Original File Submitted and
b. Knife depedclub.com for more Formatted by DSepEd Club Member
- visit depedclub.com for more
3. The beast trampled on
her shawl, and wrenched
it with its teeth as it let
loose a frightening roar.
a.violent motion
b. quiet motion
C. Presenting examples/ Listen to the second part of Have you heard a story about red Use a coordinating conjunction to join W atch another video about Write a three=paragraph
instances of the new lesson the text about climate change. mulberries. each pair of the independent clause propaganda. persuasive essay on any of these
Summarize the information into a compound sentence. topics.
you heard by answering this 1. Mathematics seems hard for
question to help you identify many pupils. There are a. Getting a cat as pet
the key points. techniques for improving b. Visiting your hometown
one’s mathematical skills. c. Starting a good habit
 What are the serious 2. Zachary is an excellent d. Volunteering to Gawad
effects of climate student. He received a Kalinga
change? medal. e. Avoiding junk food
3. The library is quiet place to f. Stopping a bad habit
study. We prefer to study at What are the different propaganda
home. that can influence you?
4. Some animals are
Are they edible? endangered. Many people
Let find out why mulberries turned are working to protect them.
blood-red. 5. Fasten your seatbelt. You
The Legend of the Red Mulberries might ne injured.

Answer the following questions:

1.Where did this story take place?
2.In what place did Pyramus and
Thibe agree to meet as they
 planned to run way
3.What happened when Thisbe
arrived at their meeting place?
4.What happened when Pyramus
arrived?
5.do you believe that Pyramus and
Thisbe loved each other truly and
deeply? Prove your answer.
6.What could have prevented this
incident from happening?
7.How do you think did the old
folks explain why thwe white
mulberries turned into red fruits?

D. Discussing new concepts Study the following words. Sequence the event in the story Use subordinating (though, if , when,
and practicing new skills #1 we read using graphic organizer. because etc.) to connect the
Erosion explosion sentences into one complex sentence.
1. Deanne needs to learn
Revolution eruption English. Gianah will teach
her.
2. 2. It was drizzling outside.
Conclusion abrasion
They went for a walk.
3. Kyla needs to ask me. I will
What do you notice about the buy it for her.
following words? 4. Keith played football
extremely well. He was very
The suffix –tion occurs in words young.
of Latin origin, used to form 5. Erik wants to get a new job.
abstract nouns from verbs to He is preparing for job
express action or a state. If the interviews.
word rotation means the act of
rotating, give the meaning of
these terms in science that
ends in –ion suffix.

E. Discussing new concepts Make new words by adding Group activity Group activity
and practicing new skills #2 one of the given suffixes. Choose a part of the story that you Using the following dependent clause
can dramatize. Observe accuracy, make a compound –complex
-ion, tion appropriate expressions and sentence.
1. create-_____________ correct pronunciation. Present 1. though you know the answer
 2.expand-_____________ your dramatization to the class. 2. although he agrees with me
3.ascend-_____________ 3. how he found out
4.reduce-_____________ 4. while you work on the cake
5.act-________________ 5. unless you can tell me
6.promote-___________
7.isolta-_____________
8.donate-___________
9.evaporate-__________

F. Developing Mastery Complete the sentence by Answer this questions: Match the dependent clause with the Watch another video then identify
(Lead to Formative adding suffix tion/ion to the 1. Do you think that the right independent clause to form the what kind of propaganda .
Assessment) word in the inside unfornate death of Thisbe compound –complex sentence. Then
theparentheses. and Pyramus could have rewrite again the sentence.
been avoided if onbly both
1.The police carried out an of them arrived at the Dependent clause
__________ into the crime. agreed time?
(investigate) 2. Do you think we can 1.when the teacher asked him for it
investigation prevent these misfortunes 2.because his cousin is allergic to
2.Joe had an __________ on from happening ? How? poultry
his arm after he broke it.(opera 3.after I swept the garage

3.There was a lovely Independent clause

__________ on the cover of a.I love eating turkey at Thanksgiving
the book.(illustrate) but my friend’s family eats lasagna
b.I asked my dad for my allowance
4.________speak louder than but he only laughed at my request
words.(act) c.Tom knew my name, but he forgot
it.
5. we were having a large
_______built on the back of
our.(extend).

G. Finding practical application Group Activity Recall the initial research tasks Group Acitvity
of concepts and skills in daily Use the following words in a you have done in Lesson 36.
Organize all notes and
living. sentence. Each group will present one of the
information you gathered
1. Rotation following the outline below. kinds of propaganda.
2. Revolution
3. Evaporation I- Name calling
4. Eruption II- Glittering
5. erosion III- Bandwagon
IV- Plain folks
V- testimonial
H. Making Generalization and What are way in adding
Abstraction about the lesson tion/ion to a root word?

Usually a verb is use as a base

word . example:
Act-action deduce-
deduction
Spelling tips for adding
-tion/ion.
 If the verb ends in a T
just add - ion
Example:
Diffract- diffraction
 Remove a final e
gefore adding -tion
Example:
Intervene-
intervention
 Sometimes you must
add or remove a
vowel before adding
-tion
Example:
Add – addition (add i)
Register – registration
(remove e)
Evolve - evolution
I. Evaluating Learning Choose the letter of the correct Choose the correct conjunction to
answer. complete the compound-complex
sentence.
1.Stop! You’re going in the 1.I hate writing essays, ____I hate
wrong________. writing poetry, ______I love giving
a. director c. direction speeches.
b.direct d. direcssion a.but, because
b.so, when
c.for, before
2. She lost all her ________ in a
d.and ,though
fire.
 a.possesion c.possetion 2. ______Bob got his license, he
b.possess d. possessor drove to school everyday____he
picked me up.
3. I have enjoyed our a. after, and
________but I really must do b. before, because
some work. c.while, though
a.conversassion c.converse d. unless, and
b.conversation d.conversion 3.____you find a job, you should work
during the summer,______you should
cut back on your hours during the
4. Traffic was diverted because
school year.
of a _________ on the a. while, because
highway. b. if, but
a.collission c. collition c. before, so
b. collide d. collision d. that, and
4.Ron is running for student council
5.I get a great feeling of president,______ he will not win
________ when I complete all _____ he does not gret the seniors’
my work. vote.
a.satisfaction c.satisfacssion a. yet, while
b.satisfy d.satisfacsion b. for, before
c. but , if
d. and when

5._____my parents were at dinner, I

cleaned the house_____my sister did
the ironing.
a. before, so
b. after, if
c. although, for
d. while , and
J. Additional Activities for
Application or Remediation
IV. REMARKS
V. REFLECTION
A. No. of learners earned
80% in the evaluation
B. Number of learners who
are required additional activities
for remediation who scored
below 80%
C. Did the remedial lesson
work? No. of learners who have
caught up with the lesson
D. Number 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 help me solve?
G. What innovation or
localized materials/discover
which I wish to share with other
teachers?