AMADO V.

HERNANDEZ
GRADES 1 to 12 School: ELEMENTARY SCHOOL Grade Level: VI
DAILY LESSON LOG Teacher: Mrs. Raquel D. Abubo Learning Area: ENGLISH
Teaching Dates 4TH
and Time: FEBRUARY 11, 2020 Quarter: QUARTER

I. OBJECTIVES

 The learner demonstrates understanding of various linguistic nodes to comprehend various texts.
A. Content Standards

B. Performance Standards The learner…

The learner uses linguistic cues to appropriately construct meaning from a variety of texts for a variety of
purposes.
1. Distinguish text-types according to purpose and language features – cause and effect. (EN6RC-
IVa-3.2.6)
C. Learning 2. Observe politeness at all times. (EN6A-16)
Competencies/Objectives
Write the LC code for 3. Show active participation in class discussions.
each.

Cause and Effect

II. CONTENT

III. LEARNING RESOURCES

A. References
References: Distance Learning Program (DLP) in English 6, Cause and Effect Relationship, pages 1-9

Materials: chart or power point presentation, story

IV. PROCEDURES

Read the tongue twister 3 times.

A. Drill
I thought I thought of thinking of thanking you.

Read the story. Use the prefixes in the word box to write the missing prefixes.

un tele dis re mis

STAR TRIP
B. Review As usual, the Little Prince of Mars sat infront of his big-screen _____vision. “This life is very
_____interesting”, he thought. Just then, he heard a knock at the door. The messenger handed him
a _____gram. “There must be some _____take”, said the Little Prince. But when he opened the
envelope, he was surprised. The _____happy frowned on his face _____appeared. He was going
on a trip to the stars! The Little Prince was _____certain what to pack. He dashed for his
_____scope and magic crystal kit. He packed and _____packed his star travel bag until everything
fit. Someday, he would _____turn to his own planet, but until then, he was ready for an adventure in
the stars.

C. Lesson Proper

In everything that we do there is always a reason. If we do something there is always an effect.

1. Motivation Did you study your lessons yesterday? Why do you need to study your lessons daily? What happens if
you don’t study your lessons?
2. Direct teaching Read each pair of sentences. Write C before the statement that shows cause and E before the statement
that shows effect.
a. _____ Lyn loved her mother and did not want her to get tired.
_____ Lyn stayed at home and helped her mother with her guests.
b. _____ Ben, Liz and Lyn hugged their mother saying “I love you, Mother”.
_____ It was Mother’s birthday.
c. _____ Ben and Lyn fought hard.
_____ Each wanted to win the race.
d. _____ Most children help their mother at home.
_____ They want to prove their love for her.
e. _____ She was eating ice cream in a cone.
_____ Lyn was very happy and enjoying so much.

Read the short fable then do the exercise below.

A fox said to a crow with a piece of cheese between its beak, “If you can sing as prettily
as you sit, then you are the prettiest singer”.

The fox thought that once the crow starts to sing, the cheese would drop from her
beak. But the crow carefully removed the cheese with the cloves of one foot and said,
“They say you are sly, but you cannot fool me.” Not giving up, the fox continued to
praise the crow. “You are really about your talents but I have to go to look for food
because I’m hungry.”

“Wait!”, called the crow quickly. “Here, have a share of my lunch while you listen as I
tell about myself.”

After a while, the fox, stroking his tummy and with a smile on his face, bade goodbye
to the crow who was still talking.

The sentences below describe events in the fable. Match each effect in Column II with
its cause in Column I.

COLUMN I COLUMN II
1. The fox wanted the crow to drop a. The crow quickly called the fox
the cheese from its beak. back to have a share of his
cheese.
2. The crow carefully took the b. The fox was so hungry.
cheese with the cloves of one
foot.
3. He said he wanted to hear the c. The fox was already stroking his
crow tell about her talents and tummy with a smile on his face as
fame but he had to go look for he bade the crow goodbye.
 food.
4. The fox got the lion’s share of the d. The crow did not drop the cheese
cheese. from her beak.

Study the questions and answer.

QUESTIONS ANSWERS
1. Why did the crow call 1. The crow called the fox back
back the fox who was because she wanted the fox
leaving? to hear what she was going
to tell.
2. Why did the crow share 2. The crow share her cheese
her cheese with the fox with the fox so that the fox
later on? would not go away.

The sentences in the answers show cause-effect relationship. A cause-effect

relationship describes something that happens and why it happens.

What happens is called the EFFECT.

Why it happens is called the CAUSE.

What is the effect in answer number 1? What is the cause? (Ask same question in answer
number 2)

We can also show cause-effect relationship by using words such as: because, so, so
that, since, as a result.

3. Guided Practice Read the sentences below. Write C before the sentence that is the cause and E for the part that is the
effect.
1. _____ The grass did not get any water.
_____ As a result, the grass turned brown.
2. _____ Now, I can play.
_____ Because I have done my assignment.
3. _____ Gary was not able to pass the test.
 _____ He did not study.

4. _____ Her sister, Emma was sick yesterday.

_____ As a result, she missed the picnic.
5. _____ Since the school is too far away from home.
_____ I don’t go to school everyday.

Write C for cause and E for effect.

1. _____ It was a very hot day
_____ So we decided to go to the river to take a bath.
2. _____ Because Jane hates ampalaya.
_____ She did not eat the vegetable.
4. INDEPENDENT PRACTICE 3. _____ Ann wanted to talk to Terry.
_____ So she visited her in the house.
4. _____ It started to rain.
_____ So she had to run home.
5. _____ Joy broke her leg.
_____ Because she fell down the stairs
The cause is usually introduced by because and the effect is usually introduced by so that.
Why questions bring about sentences showing cause-effect relationship.
5. GENERALIZATION We can also show cause-effect relationship by using clue words such as: because, so, so that, since, as a
result.

6. EVALUATION Write the letter of the most logical cause or effect of each situation.
1. It was a very hot day. Everyone wanted _____.
a. Some cold drinks.
b. A piece of sandwich
c. Two bottles of hot water
2. After some days, Paulo was well again. He had regained his health.
a. He continued his vacation.
b. He helped his mother at home.
c. He started attending his classes.
3. The children were shouting and rejoicing.
a. They have a new teacher.
b. They have a new computer machine.
c. They gather in a computer room.
4. Mrs. Vera was surprised.
a. She met the principal.
 b. She met her pupils in the room.
c. She met her former classmate outside her room.
5. Paulo was very happy to see his classmates. He was so touched by their thoughtfulness. He said
__________.
a. “Oh, thank you so much. But why did you come?”
b. “Oh thank you very much for coming. You’ve made me very happy.”
c. “Oh thank you very much. Did you bring something for me?”

Match column A with column B to perceive cause-effect relationship.

A B
1. Liza always eats a balanced diet. a. She experienced severe stomach pain.
2. Gerry listens very well to the teacher. b. The house became messy.
3. The stray cat scattered the garbage. c. Many people died.
V. Assignment
4. Bernie ate a lot of food last night. d. She is strong and healthy.
5. During an earthquake a building collapsed. e. He got perfect score in the test

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
 AMADO V. HERNANDEZ
GRADES 1 to 12 School: ELEMENTARY SCHOOL Grade Level: VI
DAILY LESSON LOG Teacher: Mrs. MYRA E. SAMSON Learning Area: ENGLISH
Teaching Dates
and Time: JANUARY 22, 2020 Quarter: 4TH QUARTER

I. OBJECTIVES
  The learner demonstrates commands of the conventions of standard
A. Content Standards English grammar and usage when writing or speaking.

B. Performance Standards The learner speaks and writes using good command of the
conventions of standard English.

1. Use various types and kinds of sentences for effective communication of information ideas –
compound sentences. (EN6SS-IVa-1.8)
C. Learning 2. Show tactfulness when communicating with others. (EN6A-IVa-17)
Competencies/Objectives
Write the LC code for 3. Writes legibly in doing the activities.
each.

Compound Sentences
II. CONTENT

III. LEARNING RESOURCES

A. References
Distance Learning Program in English 6, Using Compound Sentences, pages 173-180.

Materials: chart or power point presentation

IV. PROCEDURES

Read and recite the tongue twister properly.

A. Drill
If Stu chews shoes, should Stu choose the shoes he chews?
B. Review
We have learned about simple sentences in the previous grading. Identify the basic parts of the following simple sentences.
 Write SS-simple subject-simple predicate,
SP-simple subject-compound predicate,
S-SP- compound subject- simple predicate,
CS-CP- compound subject-compound predicate
1. Trees help in many ways.
2. Trees give us food and lumber.
3. They provide us with wood for fire and help prevent flood.
4. Trees give us shade and add beauty to our surroundings.
5. Trees give us the oxygen we need to breathe.

C. Lesson Proper

Choose the correct conjunction for the following sentences.

1. Celia wants to pass all her subjects (so, for, and) she studies diligently.
2. Teenagers love outings so much (so, for, or) they should know how to take care of themselves.
1. Motivation
3. Maritess will not join the school fair (but, and, nor) she will participate in the games.
4. You leave the house early (but, or, for) you will be late for school.
5. You stay home to finish your work (and, but, or) you come with us.
2. Direct teaching Study the selection then answer the questions below it.

Music is really good for it soothes my feelings. I love to listen to music so I always have my small radio with
me. Rock music fascinates me but mother just hates them. She told me to listen to sweet music instead and I tried
to follow her advice. Now I am beginning to love mellow music and Mother is only too happy about it.
My brother is a band member and works with five of his friends. Once, he asked me to go with them but I
had a test next day. I had to miss the show or I would fail the test.

1. What is the selection all about?

2. Why does the author consider music really good?
3. What was mother’s advice to him?
4. Did he follow mother’s advice?

Read the sentences.

1. My brother is a band member and he works with five of his friends.
2. Once, he asked me to go with them but I had a test next day.
3. I had to miss the show or I would fail the test.
  Do you know what an independent clause is?
An independent clause can stand by itself as a complete sentence.

 How many independent clauses does each sentence have?

Notice that each sentence has two independent clauses.

 What connects the independent clauses?

The independent clauses are connected by a conjunction to form a compound sentence. The underlined words in
the selection are called conjunctions that connect the independent clauses.

 A compound sentence is made up of two or more independent clauses connected by the conjunction and,
or, and but.

 Sometimes the thoughts or ideas in a compound sentence have no connecting word or conjunction. The
conjunction is then indicated by a semi-colon (;). The first word of the second sentence is then written with a small
letter. If that word is a proper noun, there is no need to change its beginning letter.

Example:
Collection pictures of beautiful sceneries is my hobby; my brother collects postcards of tourist spots in the
Philippines.

3. Guided Practice Combine the following independent clauses to form compound sentences. Use the conjunctions and, or, or but.
(Let children do it by group with time limit).

1. The teacher asked Farrah a question.

She failed to answer it correctly.
2. Chris distributed the handbook.
He explained the contents to the people.
3. Boyet talks arrogantly.
The teachers did not like it.
4. I planted six seedlings.
Nothing grew.
5. Edna’s father goes fishing.
Mother keeps the house.
 Match and combine related independent clauses to make compound sentences. Use the appropriate conjunctions.

1. The steak was perfect A. they fix their bedding.

2. The girl scouts went back B. it is also riding just for fun
to their tents or fitness.
4. INDEPENDENT PRACTICE 3. Bicycle riding is a popular C. he turns two pedals with his
sport feet
4. The bicycle is a two-wheeled D. the dessert was too sweet.
vehicle powered by its rider
5. The earliest bicycles were E. the first bicycle with pedals
invented in the 1700s appeared in 1865.
What is a compound sentence?
A compound sentences consists of two or more independent clauses joined by a coordinating conjunction.
5. GENERALIZATION
What do coordinating conjunctions do?
Coordinating conjunctions and, but, and or are used to join simple sentences.
6. EVALUATION Read and understand the selection. Choose the letter of the correct conjunction that will complete each sentence.

1. He was absent yesterday _____ he passed the quiz today.

a. But b. or c. and

2. You come with us _____ you stay behind.

a. Or b. but c. and

3. She did not like to run in the campus elections _____ her classmates wanted her to.
a. And b. or c. but

4. The woman plays with the child _____ the child is very happy.
a. And b. but c. or

5. The old man slept, _____ never woke up.

a. But b. and c. or
 Identify each sentence as simple or compound. Write the answer on the blank before each number. Do this in your
notebook.

_____ 1. Pedro had always wanted a dog of his own.

_____ 2. Pedro put the question out of his mind; he has intent of picking up
V. Assignment
his dog.
_____ 3. Pedro felt that days were too short.
_____ 4. Pedro kept his grades up and wrote articles for the school paper.
_____ 5. Pedro worked at his desk every evening and he played with his dog.

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
 AMADO V. HERNANDEZ
GRADES 1 to 12 School: ELEMENTARY SCHOOL Grade Level: VI
DAILY LESSON LOG Teacher: Mrs. MYRA E. SAMSON Learning Area: ENGLISH
Teaching Dates
and Time: JANUARY 21, 2020 Quarter: 4TH QUARTER

I. OBJECTIVES

 The learner demonstrates commands of the conventions of standard

A. Content Standards English grammar and usage when writing or speaking.

B. Performance Standards The learner speaks and writes using good command of the
conventions of standard English.
 1. Use various types and kinds of sentences for effective communication of information ideas –
compound sentences. (EN6SS-IVa-1.8)
C. Learning 2. Show tactfulness when communicating with others. (EN6A-IVa-17)
Competencies/Objectives
Write the LC code for 3. Writes legibly in doing the activities.
each.

Simple Sentences
II. CONTENT

III. LEARNING RESOURCES

A. References
Distance Learning Program in English 6, Using Compound Sentences, pages 173-180.

Materials: chart or power point presentation

IV. PROCEDURES

Read and recite the tongue twister properly.

A. Drill
If Stu chews shoes, should Stu choose the shoes he chews?

Name the Kinds of Sentences

Hi! I’m Ben.

B. Review Rosa is my sister.
She’s ten years old.
She’s the favorite of our family.
Do you want to meet her?
Surely, she’ll be a favorite of yours, too.
C. Lesson Proper

How many sisters do you have?

1. Motivation
Among your sisters who is your favorite? Why?

Rosa is my sister.

What is the subject of the sentence?

What is the predicate of the sentence?
How many ideas does the sentence give?

Simple sentence is constructed in 4 ways:

1. Simple Subject and
Simple Predicate (SS+SP)
The Philippines is blessed with many natural resources.

2. Compound Subject and

Simple Predicate (CS+SP)
Carlos and I went camping.
2. Direct teaching
3.
Simple Subject and
Compound Predicate (SS+CP)
The cat meowed and ate the fish.

4. Compound Subject and

Compound Predicate (CS+CP)
Laguna and Bulacan are rich in historical attraction and are home of many heroes.

A simple sentence expresses a single thought or idea.

3. Guided Practice Read and tell the construction of each simple sentence.
(SS+SP, CS+SP, SP+CP, or CS+CP)
 Vilma and Sonia attended the seminar.
Pictures are cleverly arranged in the antique shop.
Bill bought new earphones but gave them to Patsy.

Read and tell the construction of each simple sentence.

(SS+SP, CS+SP, SP+CP, or CS+CP)

4. INDEPENDENT PRACTICE 1. Lolo and Lola went to the mall and watched a movie.
2. We took the bus to the city and walk to the national museum.
3. Carla and Carlo drove to the river.
4. You and I will wash the dishes while listening to music.
5. The root system of the plant anchors the plant and absorbs water.
What is simple sentence?
5. GENERALIZATION
How do you construct simple sentences?
6. EVALUATION Tell the construction of each simple sentence.
(SS+SP, CS+SP, SS+CP, or CS+CP)
_____1. Carla and Carlo drove to the river.
_____2. You and I will wash the dishes and listen to music.
_____3. The roots anchor the plant and absorb water.
_____4. Lolo and Lola went to the mall and watched a movie.
_____5. We took the bus to the city and walk to the national museum.

V. Assignment Construct 4 meaningful simple sentences in different ways.

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
 AMADO V. HERNANDEZ
GRADES 1 to 12 School: ELEMENTARY SCHOOL Grade Level: VI
DAILY LESSON LOG Teacher: Mrs. MARY MAY E. TERUEL Learning Area: ENGLISH
Teaching Dates 4TH
and Time: JANUARY 25, 2020 Quarter: QUARTER

I. OBJECTIVES

 The learner demonstrates commands of the conventions of

A. Content Standards standard English grammar and usage when writing or speaking.

The learner speaks and writes using good command of the

B. Performance Standards conventions of standard English.

1. Use various types and kinds of sentences for effective communication of information ideas –
compound sentences. (EN6SS-IVa-1.8)
C. Learning 2. Show tactfulness when communicating with others. (EN6A-IVa-17)
Competencies/Objectives
Write the LC code for 3. Writes legibly in doing the activities.
each.

Compound Sentences

II. CONTENT

III. LEARNING RESOURCES

A. References
 References:
Distance Learning Program in English 6, Using Compound Sentences, pages 173-180.
http://highered.mheducation.com/sites/0073123587/student_view0/chapter6/compound_sentences_exercise.html
http://englishlinx.com/sentences/compound_sentences/circling-compound-sentences-part1.html

Materials: chart or power point presentation

IV. PROCEDURES
A. Drill
Read and recite the tongue twister properly.

If Stu chews shoes, should Stu choose the shoes he chews?

B. Review What is an independent clause?

C. Lesson Proper

Let children sing an action song. (Show a video of an action song for them to follow.)
1. Motivation

2. Direct teaching Underline the two independent clauses in each compound sentence. Box the coordinating conjunction that joins
them.
1. The dangers of smoking are well known, yet many people continue to smoke anyway.
2. It’s important to put your goals in writing, but you must also be committed to achieving them.
3. An assignment notebook helps you organized, so you should consider using one.
4. You will be able to see better if you sit at the front of the classroom, and you will also be able to hear better.
5. He must have lost his key, for he knocked on the door for us to let him in.

What is an independent clause?

An independent clause can stand by itself as a complete sentence.

What connects two independent clauses?

The independent clauses are connected by a conjunction to form a compound sentence. The underlined words in
the selection are called conjunctions that connect the independent clauses.
 A compound sentence is made up of two or more independent clauses connected by the conjunction and, or, and
but.

Sometimes the thoughts or ideas in a compound sentence have no connecting word or conjunction. The
conjunction is then indicated by a semi-colon (;). The first word of the second sentence is then written with a small
letter. If that word is a proper noun, there is no need to change its beginning letter.

Example:
Collection pictures of beautiful sceneries is my hobby; my brother collects postcards of tourist spots in the
Philippines.

Give your own examples of compound sentences using the coordinating conjunctions to join the independent
clauses.

Use a coordinating conjunction to join each pair of the independent clauses into a compound sentence.
1. Spelling is hard for many people. There are techniques for improving spelling.
2. Tony is an excellent student. He received a scholarship.
3. Guided Practice
3. The library is a quiet place to study. Many students prefer to study at home.
4. Some rivers are endangered. Many people are working to protect them.
5. Wear your seatbelt. You might be injured.
Circle the correct conjunction that completes each compound sentence below.
1. Dan likes to race his car fast, (and, or, but) he should think about his safety.
2. I knew exactly where I put my wallet, (and, or, but) I still couldn’t find it.
4. INDEPENDENT PRACTICE
3. I love to draw, (and, or, but) my friend loves to design in art class.
4. We went to the hospital, (and, or, but) we found out it was closed early.
5. I have fifty dollars, (yet, and, so) I still can’t afford the new video game.
How is a compound sentence formed?
5. GENERALIZATION A compound sentence is formed by joining two independent clauses with the use of coordinating conjunctions.

6. EVALUATION Read and understand the selection. Choose the letter of the correct conjunction that will complete each sentence.

1. I enjoyed the movie, _____ my little brother did not.

a. but b. or c. and

2. Do all your homework, _____ else you will fall behind.

 a. or b. but c. and

3. She can run in the morning, _____ I can jog in the morning.
a. and b. or c. but

4. You are a new student, _____you will have to learn the class routines.
a. yet b. and c. so

5. You didn’t finish on time, _____you will have to come back tomorrow.
a. yet b. and c. so

In ½ sheet of paper, write 5 compound sentences using coordinating conjunctions. Be ready to read your
sentences in class tomorrow.
V. Assignment

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
 AMADO V. HERNANDEZ
GRADES 1 to 12 School: ELEMENTARY SCHOOL Grade Level: VI
DAILY LESSON LOG Teacher: Mrs. MYRA E. SAMSON Learning Area: ENGLISH
Teaching Dates 4TH
and Time: JANUARY 27, 2020 Quarter: QUARTER

I. OBJECTIVES

 The learner demonstrates commands of the conventions of

A. Content Standards standard English grammar and usage when writing or speaking.

The learner speaks and writes using good command of the

B. Performance Standards conventions of standard English.

1. Use various types and kinds of sentences for effective communication of information ideas
– compound sentences. (EN6SS-IVa-1.8)
C. Learning 2. Show tactfulness when communicating with others. (EN6A-IVa-17)
Competencies/Objectives
Write the LC code for 3. Writes legibly in doing the activities.
each.
 COMPLEX SENTENCES
II. CONTENT

III. LEARNING RESOURCES

A. References
EN6RC-IIIc-3.2.7
Essential English 6 pp- 181-189
Power point presentation
Chart
Materials: chart or power point presentation

IV. PROCEDURES

Directions: Identify if it is an independent or dependent clause. Write I if independent and ID if

dependent.
A. Drill ________1. I went to the beach last Saturday.
________2. I borrowed an old bathing suit from a friend.
________3. because I had forgotten to bring my own bathing suit

Directions: Identify whether the sentence is simple or compound sentence. Write S if it is simple and
C if compound.
_____1. The dog slept in the afternoon.
B. Review _____2. You can lie in the beach or you can stroll downtown.
_____3. The Earth has only one moon but Jupiter has at least fourteen.
_____4. Ruffa and Anne began to sing.
_____5. He pitched the tent.

C. Lesson Proper

1. Motivation What will you do if visitors will come to your house?

2. Direct teaching Present a picture of a mother and her child.

Make a sentence out of the picture
 Complex sentence
It contains an independent clause ad one or more dependent clauses.
It uses subordinating conjunctions and relative pronouns.

Subordinating Conjunctions
although even if
so unless as if
in order that as though
since wherever as soon as
because so that while

Relative pronoun
Who which whose whoever
whomever where
Whom what when

Other examples:
a. You will get a high grade if you study your lesson.
b. Although, the hero was poor, he strived hard to finish his studies.
c. I did not see them at the station because Mary and Samantha arrived at the bus station
before noon,
d. While he waited at the train station, Joe realized that the train was late

Supply with independent or dependent clause to make it a complex sentence

Because it’s valentines day -----

3. Guided Practice
I will work hard so that ----
Since I was 8 years old--------
Daddy is cooking while----
Directions: Tell the independent clause and dependent clause and identify the subordinating
conjunction used in each sentence.
1. Juan brings a water jug when he goes hiking.
2. I like hiking, too, although it can be tiring.
4. INDEPENDENT PRACTICE 3. When I get very tired, I usually take a rest.
4. I have enjoyed hiking since I was seven.
5. You should not climb the mountain unless someone is with you
 What is a complex sentence?
5. GENERALIZATION
How do you form a complex sentence?
6. EVALUATION Directions: Combine the ideas in this paragraph. Use appropriate
conjunctions to form complex sentences.

1. I like farming. It is very challenging.

2. I started gardening. I was nine.
3. I used pots made of small cans. I was quite young to work on a
big garden pot.
4. I used animal manure as fertilizer. My plants grew healthy and
robust.
5. Sometimes I take care of eggplants and tomatoes. My pechay plants are harvested.

Write 5 complex sentences. Underline the independent clause once and dependent clause twice.
V. Assignment
VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
 AMADO V. HERNANDEZ
GRADES 1 to 12 School: ELEMENTARY SCHOOL Grade Level: VI
DAILY LESSON Learning
LOG Teacher: Mrs. MARY MAY E. TERUEL Area: ENGLISH
Teaching Dates 4th
and Time: FEBRUARY 17, 2020 Quarter: QUARTER

Monday– PASCAL (6:40-7:10) ARCHIMEDES (7:10-8:00) DARWIN

( 9:40-10:30)
GALELEI ( 10:30-11:10) ARISTOTLE (11:10-12:00)
I. OBJECTIVES
 uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs
in general and their functions in various discourse (oral and written)
A. Content Standards
 speaks and writes using good command of the conventions
of standard English
The learner..
B. Performance
demonstrates command of the conventions of standard English grammar and
Standards
usage when writing or speaking
Use various types and kinds of sentences for effective communication of
information/ ideas
C. Learning (complex sentences)
Competencies/Objecti
ves Write the LC code EN6SS-IVc-1.10
for each.
VALUE INTEGRATION: Obedience to parents
 COMPLEX SENTENCES
II. CONTENT

III. LEARNING
RESOURCES
A. References -Complex sentence
EN6RC-IIIc-3.2.7
Essential English 6 pp- 181-189
Power point presentation
file:///C:/Users/Asus/Downloads/independandsub2.pdf
file:///C:/Users/Asus/Downloads/independandsub1.pdf
file:///C:/Users/Asus/Downloads/LM_GRADE%206_English%206%20DLP%2033%20-
%20Using%20Complex%20Sentence.pdf

IV. PROCEDURES

Directions: Identify if it is an independent or dependent clause. Write I if

independent and ID if dependent.
A. Drill
________1. I went to the beach last Saturday.
________2. I borrowed an old bathing suit from a friend.
________3. because I had forgotten to bring my own bathing suit
B. Review
Directions: Identify whether the sentence is simple or compound sentence. Write S
if it is simple and C if compound.
_____1. The dog slept in the afternoon.
_____2. You can lie in the beach or you can stroll downtown.
_____3. The Earth has only one moon but Jupiter has at least fourteen.
_____4. Ruffa and Anne began to sing.
 _____5. He pitched the tent.

C. Lesson Proper

1. Motivation

2. Direct teaching Present a picture of a mother and her child..

Form a sentence out of the picture
Mother hugs her child because__________________.

COMPLEX SENTENCE
It contains an independent clause ad one or more dependent clauses.
It uses subordinating conjunctions and relative pronouns.

TIME CONTRAST REASON CONDITION

After Although So that Even if
When Even though As Provided that
As since Though Because If
Until Whereas In order to unless
While While whether
once Rather than

RELATIVE PRONOUN
Who which whose whoever
whomever where
Whom what when
 Other examples:
a. You will get a high grade if you study your lesson.
b. Although, the hero was poor, he strived hard to finish his studies.
c. I did not see them at the station because Mary and Samantha arrived at the bus
station before noon,
d. While he waited at the train station, Joe realized that the train was late.

When the dependent clause comes first a comma should be used to separate the
two clauses.
Supply with independent or dependent clause to make it a complex
sentence.

After we took the test----

3. Guided Practice I work hard because---
When I got home from school----

Directions: Tell the independent clause and dependent clause and identify
the subordinating conjunction used in each sentence.
1. Juan brings a water jug when he goes hiking.
4. INDEPENDENT
2. I like hiking, too, although it can be tiring.
PRACTICE
3. When I get very tired, I usually take a rest.
4. I have enjoyed hiking since I was seven.
5. You should not climb the mountain unless someone is with you
5. GROUP ACTIVITY Groovy Group : Form a complex sentence by connecting the independent clause
to the correct dependent clause.
Cordial Group : Write an independent or dependent clause to complete the
sentence.
Snappy Group : Underline the independent clause and box the dependent clause.
 Magnific Group : Write 3 complex sentences. Underline the independent clause
once and the dependent clause twice.

Rubrics
What is a complex sentence?
How do you form a complex sentence?

5. GENERALIZATION

A complex sentence is made up of an independent clause and one or more

dependent clause. Dependent clause begin with subordinating conjunctions.
6. EVALUATION Directions: Directions: Choose and write in the blank the correct
conjunction to make complex sentence. Choose your answer from the
conjunctions inside the parenthesis.
( although, unless, if, when, because)

1. We can’t get to the island ________ we sail.

2. She might watch the concert ________ someone invites her.
3. She is already a successful businesswoman ________ she is very young.
4. Classes are suspended ________ of a strong
typhoon.
5. ________ I get tired, I usually take a rest.

Write 5 complex sentences. Underline the independent clause once and dependent
V. Assignment
clause twice.
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
Prepared by:

MARY MAY E. TERUEL

Grade VI, English Teacher

Observed by:
JENNIE C. DOLLENTE
Master Teacher-In-Charge

Noted by:
ELEODORA B. VERGARA
Principal
 AMADO V. HERNANDEZ
GRADES 1 to 12 School: ELEMENTARY SCHOOL Grade Level: VI
DAILY LESSON Learning
LOG Teacher: Mrs. MYRA E. SAMSON Area: ENGLISH
Teaching Dates 3RD
and Time: DECEMBER 3, 2019 Quarter: QUARTER

TUESDAY – PASCAL (6:40-7:10) ARCHIMEDES (7:10-8:00) DARWIN

( 9:40-10:30)
GALELEI ( 10:30-11:10) ARISTOTLE (11:10-12:00)
I. OBJECTIVES
 uses linguistic cues to appropriately construct meaning from a variety of
texts for a variety of purposes
 uses knowledge of text types to correctly distinguish literary from
informational texts
A. Content Standards
 uses diction (choice of words) to accurately analyze author’s tone, mood,
and point of view
 uses literal information from
 texts to aptly infer and predict outcomes
The learner..
 demonstrates understanding of various linguistics nodes to comprehend
B. Performance
various texts
Standards
 demonstrates understanding of text elements to comprehend various texts
 Distinguish text-types according to purpose and language features -Comparison
and contrast
C. Learning
Competencies/Objecti EN6RC-IIIc-3.2.7
ves Write the LC code
for each. VALUE INTEGRATION: Show openness to criticism EN6A-IIId-18

Distinguish text-types according to purpose and language features

II. CONTENT COMPARE AND CONTRAST
III. LEARNING
RESOURCES
A. References Essential English 6 pp.207-217
Power point presentation
Chart

IV. PROCEDURES

A. Drill
Reading words with /ed/, /t/, /d/ sounds
B. Review
Choose the verb that will make the sentence correct. Write the letter of the correct
answer.
1. Walter ___ to school last week.
a. go b. goes c. went d. will go
2. We __ our anniversary in 2019.
a. celebrate b. celebrates
c. celebrated d. will celebrate
3. Tom ___ at home on Saturdays.
 a. stay b. stays c. stayed d. will stay

C. Lesson Proper

How many planets are there in the solar system? What is the third planet? Fourth
1. Motivation
planet?
Present again the text read yesterday about “Amazing Facts about Earth and Mars”
a. Answering the comprehension questions
Present a Venn Diagram
The structure of the informational text that we have is compare and contrast.
Compare and contrast is telling the similarities and differences of given topic.
To easily find the similarities and differences of a given topic we can look for
signal words on the text like:

Words that Words that

2. Direct teaching
Compare contrast
Similar different
Alike unlike
Same in contrast
Both in contrast
As well as neither
On the other hand
To present the structure of the text we can use visual or graphic organizer like
Venn Diagram or Double bubble map

3. Guided Practice Compare and Contrast

Butterflies and Bees
Butterflies and bees have many things in common. They are both insects that
live all over the world. They are also alike because they are both feed of nectar and
pollen from flowers. Another similarity is that they both have four wings. Their
 wings are very different though. Butterflies have brightly colored wings and bee’s
wings are transparent. Bees live in large group called colonies. Butterflies travel by
themselves.

The two backyard pools are very different. Yes, they both held water, and
4. INDEPENDENT could be refreshing on a hot day. But the small inflatable pool was only six inches
PRACTICE deep. The rectangular pool was much deeper. It was a better place for floating and
relaxing
5. GROUP ACTIVITY Group 1-4 will be given a selection to compare and contrast using visual or graphic
organizer

GROUP 1
Baguio and Tagaytay
Whenever summer time comes, people would usually want to go to places
where it is cool and fresh. Tagaytay and Baguio both almost have the same climate.
But there are differences between the two. Baguio is best for family while Tagaytay
is a place for lovers. They also differ from environment. Baguio is more congested
because of lot of people visiting the place while Tagaytay is well-maintained. In the
same way they are both a good place to stay.

GROUP 2
Sam and Buster
Sam and Buster are both dogs. They both love to chew bones and wag their
tails. They are similar because they both like to run in the yard. But Sam is different
because he has white spots, has small ears and black nose while Buster has a black
spots, big ears and brown nose. Sam has a blue collar with a red dog tag while
Buster has a green collar with an orange dog tag. They are both loved by their
masters.
 GROUP 3
Elsie and Madison
Elsie and Madison are best friends. They both study at Amado V, Hernandez
School. Elsie has a short curly hair while Madison has a long straight hair. Elsie is 13
years old while Madison is 14. Madison had a birthday party last week and the girls
both wore a pink dress to celebrate. They even wear the same color ribbon in their
hair.
GROUP 4
The Turtle and the Tortoise
Did you know that a turtle and a tortoise are actually different creatures?
They are reptile that have shells, but a tortoise shell is heavier. A turtle’s shell is
mostly flat while a tortoise has a more of a dome-shaped shell. Tortoise live on land
and eat vegetables. Turtles live in or near water and are meat eaters. Turtles also
have webbed feet to help them swim faster. Tortoises, however, have non-webbed
feet since they aren’t swimmers. They are both beautiful creatures.

Rubrics
How do you compare and contrast a text?
5. GENERALIZATION
What are the clue/signal words?
6. EVALUATION Compare and contrast using a Venn diagram (10 points)
Basketball and volleyball are both popular sports that require a ball.
However, volleyball also requires a net to be set up in the middle of the court. Both
sports are similar because they use teams, are competitive and can be played
indoors or outdoors. In basketball, the teams have the freedom of running across
the entire court whereas in volleyball, each team is restricted to only one side of the
court or net. The goal of the basketball is to dribble the ball across the court and
shoot it in the hoop, but the goal of volleyball is to ground the ball on the
opponent’s side of the net. In both games, the goal is to get the ball on the other
side of the court. When you play volleyball, you hit the ball but in basketball, you
 throw the ball.
.

Cut out examples of text that shows similarities and differences. Paste it on a short
V. Assignment
bond paper.
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation

Prepared by:

MARY MAY E. ENERIA

Grade VI, English Teacher

Observed by:
JENNIE C. DOLLENTE
Master Teacher-In-Charge

ELEODORA B. VERGARA
Principal
 AMADO V. HERNANDEZ
GRADES 1 to 12 School: ELEMENTARY SCHOOL Grade Level: VI
DAILY LESSON Learning
LOG Teacher: Mrs. MYRA E. SAMSON Area: ENGLISH
Teaching Dates 2ND
and Time: September 11, 2019 Quarter: QUARTER

WEDNESDAY – PASCAL (6:40-7:10) ARCHIMEDES (7:10-8:00)

DARWIN ( 9:40-10:30)
GALELEI ( 10:30-11:10) ARISTOTLE (11:10-12:00)
I. OBJECTIVES
 uses the correct function of nouns, pronouns, verbs, adjectives, and
adverbs in general and their functions in various discourse (oral and
A. Content Standards written
 speaks and writes using good command of the conventions of
standard English
The learner..
B. Performance
 demonstrates command of the conventions of standard English grammar
Standards
and usage when writing or speaking
 Compose clear and coherent sentences using appropriate grammatical structures:
-Order of adjectives
C. Learning
Competencies/Objecti EN6G-IIb-5.5.1
ves Write the LC code EN6G-IIb-5.2.1
for each.
VALUE INTEGRATION: Show tactfulness when communicating with others
EN6A-IIb-17

Compose clear and coherent sentences using appropriate grammatical

II. CONTENT structures: -Order of adjectives

III. LEARNING
RESOURCES
A. References EN6G-IIa-5.5
EN6G-IIa-5.2
Reference: Across Borders through Language Vi p. 156
Materials: charts, real objects

IV. PROCEDURES

A. Drill
Reading basic sight words

Identify the correct adjective for each noun in the sentence

1. That ___________man is my industrious father.
B. Review
(Industrious, soft)
2. The grasses are ___________.
( sweet, green)
C. Lesson Proper

Look around you. Choose one object from the surrounding and be able to describe it.
Try to fill n the graphic organizer with words that describe the object.

1. Motivation

2. Direct teaching Present the chart of adjective in a series

DETERMI NUMB OPINIO SIZ AGE SHAP COLO ORIGI MATERI PURPOS
NER ER N E E R N AL E

A, an , the one pretty big new roun red Korea gold cleaning
d n
 Now, Let’s use the adjectives on the graphic organizer in making a sentence.
Be sure to follow the correct order of adjectives.
Arrange the adjectives properly in the sentences.
1. Could you give me (good, three) reasons why you don’t like to eat vegetables?
3. Guided Practice 2. We take a ride on ( Japanese, blue, old) bus.
3. ( Freshly-baked, chocolate, small, two) cupcakes always satisfy my hunger.
4. Someone sent her ( dozen, red, Holland, long-stemmed, lovely, a) tulips.
5. I really like that ( red, round, big, old, last) pendulum clock in the museum.

Arrange the adjectives in correct order and make a sentence.

1. skirt, short, pink
4. INDEPENDENT 2. camping, durable, gear,a
PRACTICE 3. big, pimple, fat
4. English, teacher, exciting, young
5. full, perfume, bottles, two

Group Activity:
Each group will be given an object to describe. Their task is to compose a clear and
coherent sentence using the correct pattern of adjectives in a series.
5. GROUP ACTIVITY

Rubrics

5. GENERALIZATION What is the correct order of adjectives in a series?

6. EVALUATION Read each sentence carefully. Be able to make a correct sentence by arranging the
adjectives in the proper order.
1. Father bought ( red, a, Toyota, new) car.
2. Mother gave me ( round, appetizing, chocolate, two)
cakes during my birthday.
3. The company hired ( huge, green, seven, tourist ) buses for the trip.
4. We had a nice time wading in the ( clear, refreshing, blue) waters of Boracay.
5. The apartment has ( newly, painted, five, blue ) rooms.

Pretend that you will go shopping. List down the items that you are planning to buy.
V. Assignment Make a sentence using the correct orders of adjectives.
Ex. I like to buy two, big, brown bags.
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation
Prepared by:

MARY MAY E. ENERIA

Grade VI, English Teacher

Observed by:

JENNIE C. DOLLENTE
Master Teacher-In-Charge

ELEODORA B. VERGARA
Principal
 AMADO V. HERNANDEZ
GRADES 1 to 12 School: ELEMENTARY SCHOOL Grade Level: VI
DAILY LESSON LOG Teacher: Mrs. MYRA E. SAMSON Learning Area: ENGLISH
Teaching Dates 4TH
and Time: FEBRUARY 5, 2020 Quarter: QUARTER

I. OBJECTIVES

 The learner express ideas clearly in formal and informal

A. Content Standards composition to fulfill their own purposes for writing.

B. Performance Standards The learner…

rewrite/revises text using appropriate text-types
for a variety of audience and purposes.
1. Plan a composition using an outline/other graphic organizer. (EN6WC-IVa-1.1.6.1)

2. Show openness to criticism. (EN6A-IVa-18)

C. Learning
Competencies/Objectives 3. Writes legibly in doing the activities.
Write the LC code for
each.

Planning a Composition Using an Outline/ Other Graphic

II. CONTENT Organizers

III. LEARNING RESOURCES

A. References
http://www.inspiration.com/visual-learning/concept-mapping
Four-Pronged Lesson Plan in English 6, 4th Quarter, pp. 13-16
 Materials: chart or power point presentation

IV. PROCEDURES

Read and recite the tongue twister properly.

A. Drill
If Stu chews shoes, should Stu choose the shoes he chews?

What is a compound sentence?

B. Review
What conjunctions are used to join independent clauses?

C. Lesson Proper
What is the most common food Filipinos eats for breakfast, lunch and dinner or sometimes even for
snacks? How much rice do you eat every meal? Have you ever imagined how you will enjoy food without
1. Motivation
rice?
Why?
2. Direct teaching The Miracle Rice

The word “miracle” is always associated with an occurrence that seem impossible and therefore it
cannot be explained by the laws of nature. Why do you think “miracle rice” is called a miracle?
In the early 1960’s, it had become apparent that a way had to be found to increase rice production
to feed rapidly increasing population especially in Asia. Rice yields then, were very low and there were
very few trained scientists studying the rice problem. It was on this background that the International
Rice Research Institute (IRRI) was founded. The IRRI first scored a break-through in the improvement of
rice production in the development of the “miracle rice” or IR-18.
What are the disadvantages of “miracle rice” over the old varieties?
The new variety of rice is very resistant to plant diseases and insects. It yields more and matures a lot
faster than ordinary varieties.
“Miracle rice” seeds are now distributed to all the agricultural districts of the country. As a result of
all these cooperative effort, there is remarkable increase in the rice production and in 1967, the country
did not import rice.
Under the government’s miracle rice production program, the country’s food production has
improved. More and more farmers are now receptive to farm technology and almost all the areas that
produce rice throughout the country have been producing bumper harvests.

What has the IRRI done to solve the rice problem in Asia?
 What are the advantages of miracle rice over the old varieties?
For what purpose was the IRRI established?

In writing a composition, we can easily organize our ideas by making an outline or graphic organizers. In
this way, ideas are written in chronological order and makes our composition easy to understand.

The following can be used:

1. Concept map- it helps to organize and represent knowledge of a subject. It begins with the main
idea (or concept) and then branch out to show how that main idea can be broken down into specific
topics.

2. Outline- an easy way to organize ideas by breaking the main topic into sub-topics.

I. _______________________________(Main Topic/ Main Idea)

A. _______________________________(Sub- topic)
B. _______________________________(Sub-topic)

II. _________________________________(Main Idea)

A. ______________________________(Sub-topic)
B. ______________________________(Sub- topic)
C. ______________________________(Sub-topic)

Using the examples of concept map or outline, choose one which you want to use to organize the ideas
from the selection we read, “The Miracle Rice”, through the guide questions below.

1. What were the reasons for establishing the IRRI? (Main Topic)
Give at least three reasons (sub-topics)

3. Guided Practice 2. What are the disadvantages of miracle rice over the old varieties?
Give at least 3 answers.

3. What are the benefits of miracle rice to the Philippines?

Give at least 2 answers.

(Have the children report their output by group after the given time for group activity is over.)
 Read the paragraph, then organize the ideas/concepts by completing the outline below.

Clara Burton was a gentle child. She liked to take care of the sick. She enjoyed playing nurse.
When her brother got sick, she took good care of him.
As a young woman, she studied to become a school teacher. She was respected by many until she
became dean of a school.
She helped soldiers during the civil war. She brought them food and medicine. She also tried to
find soldiers for their families. Burton really worked hard to find the American Red Cross.

4. INDEPENDENT PRACTICE I. Clara Burton as a child

A. ______________________________
B. ______________________________
C. ______________________________
II. Clara Burton as a woman
A. ______________________________
B. ______________________________
C. ______________________________
III. Clara Burton during the civil war
A. ______________________________
B. ______________________________
C. ______________________________
How do you organize your ideas in writing a composition?
5. GENERALIZATION

6. EVALUATION Write a short paragraph/composition basing from the outline about Clara Burton. (Do not show or remove
the paragraph about Clara Burton) Write your paragraph in ½ sheet of paper.

I. Clara Burton as a child

A. She liked to take care of the sick.
B. She enjoyed playing nurse.
C. She took good care of his sick brother.
II. Clara Burton as a woman
A. She became a school teacher.
B. She was respected by many.
C. She became dean of a school.
III. Clara Burton during the civil war
 A. She brought food and medicine to soldiers.
B. She tried to find soldiers for their families.
C. She worked hard to find the American Red Cross.

In your English notebook, write a short composition basing from the given outline below.

I. Importance of Electronics
A. A way in which tiny particles flow though certain crystals.
B. A way in which tiny particles flow through gasses.
C. A way in which tiny particles flow through vacuum.
II. Electronic Devices
V. Assignment
A. Transistors
B. Televisions
C. Computers
III. Helps of Electronics
A. See the smallest living thing
B. Guide planes to the different calculations instantly.

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
 AMADO V. HERNANDEZ
GRADES 1 to 12 School: ELEMENTARY SCHOOL Grade Level: VI
DAILY LESSON LOG Teacher: Mrs. RAQUEL D. ABUBO Learning Area: ENGLISH
Teaching Dates 4TH
and Time: FEBRUARY 10, 2020 Quarter: QUARTER

I. OBJECTIVES

 The learner demonstrates understanding of various linguistic nodes to comprehend various texts.
A. Content Standards
 The learner…
B. Performance Standards The learner uses linguistic cues to appropriately construct meaning from a variety of texts for a variety of
purposes.

1. Distinguish text-types according to purpose and language features-Problem and Solution..

(EN6RC-IVc-3.2.8)
C. Learning 2. Show openness to criticism.. (EN6A-IVc-18)
Competencies/Objectives
Write the LC code for 3. Draw an organizer t show problem and solution.
each.

Distinguish Text-Types According to Purpose and Language

II. CONTENT Features – Problem and Solution

III. LEARNING RESOURCES

A. References
https://www.ereadingworksheets.com/text-structure/text-structure-worksheets/

https://betterlesson.com/lesson/544168/what-s-your-problem-problem-and solution-text-structure
https://study.com/academy/lesson/how-to-identify-the-problem-and-solution-in-a-reading-selection.html
https://e-writing.wikispaces.com/Problem+and+Solution+Paragraph

Materials: chart or power point presentation, pictures

IV. PROCEDURES

Read the phrases properly.

The words in this drill/ are written in phrases.// This phrased material/ will help you understand/ an important
A. Drill
reading skill.// Most people/ learn to read/ one word at a time/, which results in slow/ and inefficient
reading.// Now, you must/ discipline the muscles/ that move the eyes/ from left to right.// Make your eyes/ go
across the page/ in smooth progression/ from one phrase/ to the next.//
 Choose the meaning of the word basing from the given meaning of the root. Write the letter of the best
answer.
1. Which of the following root words match their meanings?
a. meter – measure
b. equi – half
c. bio- two
d. graph – write
2. The root word of the words thermos, thermal and thermostat mean
a. cold
b. heat
c. dark
d. light
3. The words chronological, synchronize, and chronicle all have to do with
a. time
B. Review
b. money
c. action
d. number
4. Which of the following has a root word that means to write?
a. publish
b. revoke
c. vocal
d. inscribe
5. The words extract and extrasensory share the root word extra. Which of the following is the meaning
of extra?
a. inside of
b. outside of
c. around
d. without
C. Lesson Proper

How are you today? Is there any one of you having a problem at the moment? What is it? Why? Have you
1. Motivation thought of a possible solution to your problem? (Let children share their problems and solutions to their
problems with their classmates) Is there a solution in every problem?
2. Direct teaching Today we are going to learn about identifying a problem and solution in a given situation.

Look at the pictures. These are just some of the problems we have in our country and almost everywhere in
the world. What problem is shown in each picture?
a. c..

b. d.

What problem is shown in each picture?

What do you think are the causes of each problem?
What might be the effect of these to us?
What possible solutions can you give to solve these problems?

Problem and Solution is a pattern of organization where information concerning an issue

(problem) is expressed and something that was, can be, or should be done to remedy the
issue (solution or attempted solution). To clearly understand problem and solution, graphic
organizers are used.

ATTEMPTED
Problem SOLUTION

SOLUTION
N

SOLUTION
 PROBLEM
SOLUTION
Text structures are ways that texts can be organized. The author in a passage states the
problem and solution/s. The problem and solution text structure may seem like it would be
easy to recognized, but it can be moderately difficult to identify because it is frequently
confused with the cause and effect pattern organization, as they both have relational
structures; however, if you read the passage and look specifically for both a problem and a
solution to the problem, you should find it pretty easy to distinguish from cause and effect,
as cause and effect passages do not propose solutions to any negative occurrences within
the passage but rather just explain why or how they happen.

Example:
It seems like there has been a surge in teen pregnancies these days. Teen pregnancies
make it difficult for young mothers to pursue their dreams and meet the demands of an
infant. Fortunately, most teen pregnancies can be easily prevented by using birth controls;
however, and even birth control is not 100% effective. The most effective way to prevent
teen pregnancies is abstinence which is 100% effective.

Problem Solution
Birth Control

Teen
Pregnancies
Abstinence
Solution

3. Guided Practice Read each passage. Make a graphic organizer to show problem and solution. Put the
information from the passage onto the graphic organizer.

Passage 1:
 Some countries such as Japan, or parts of country like California in the United States, have a
lot of earthquakes. In these places it is a good practice to build houses and other buildings
so they will not collapse when there is an earthquake. This is called seismic design or
“earthquake-proofing”.

When a river receives a lot of extra water it may flood. During a flood, there is plenty of water, and most
people wouldn’t think that dehydration was a serious risk, but flood waters are mostly polluted and not safe
4. INDEPENDENT PRACTICE to drink. People who drink the contaminated water may suffer from illnesses or diseases such as typhoid. You
can prepare for flooding by filling many containers with fresh clean drinking water. You can also use
sandbags to protect your house and soak up the water. Be prepared and be safe.
What is problem and solution?
It is a type of text structure wherein the author states a problem and solution(s) in a passage.
5. GENERALIZATION
What is the importance of graphic organizers in stating problem and solution in a passage?
Graphic organizers give clearer view of certain issues or problems and the possible solution/s that should be
made for such problem.
6. EVALUATION Read and understand the passage. Then draw a graphic organizer to represent the problem and solution.
Write the information from the passage onto the graphic organizer. (5 points)

Passing Classes
A lot of students have been failing classes. The students wouldn’t be failing classes if they studied more,
asked questions, tried harder and came in for extra help. Even though a lot of students fail classes, they have
many options if they want to pass.

Search for a passage that shows problem and solution. Then draw a graphic organizer and put onto it the
information from the passage.
V. Assignment
Do it in a short bond paper to be passed tomorrow.

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
 AMADO V. HERNANDEZ
GRADES 1 to 12 School: ELEMENTARY SCHOOL Grade Level: VI
DAILY LESSON LOG Teacher: Mrs. RAQUEL D. ABUBO Learning Area: ENGLISH
Teaching Dates 4TH
and Time: FEBRUARY 14, 2020 Quarter: QUARTER

HAPPY VALENTINES DAY!

I. OBJECTIVES

 The learner demonstrates understanding of different formats to write for a variety of audiences and
A. Content Standards purposes.

B. Performance Standards The learner…

The learner edits texts using appropriate text-types for a variety of audiences and purposes.

C. Learning 1. Revise writing for clarity- correct spelling. (EN6SS-IVc-5)

Competencies/Objectives
Write the LC code for 2. Show openness to criticism.(EN6A-IVc-18)
each.
3. Construct/ rewrite sentences with correct spelling and appropriate punctuation marks..
 Revising Writing for Clarity- Correct Spelling
II. CONTENT

III. LEARNING RESOURCES

A. References
hthttps://saylordotorg.github.io/text_business-english-for-success/s11-04-revising-and-editing.
https://saylordotorg.github.io/text_business-english-for-success/s11-04-revising-and-editing.html

Materials: chart or power point presentation

IV. PROCEDURES

Read the pairs of words correctly.

Lock-luck grate-great sit- seat
A. Drill
Fork- pork maid-made desert-dessert
Write-right sleep-slip break-brake
Full-fool from-form sight-site

What is a primary source? What is a secondary source?

B. Review Give examples of primary and secondary source.

C. Lesson Proper

Do you love writing? What do you usually right? What do you usually do to make a good composition?
1. Motivation

2. Direct teaching Read the sentences and check out the spelling of the underlined words. Write C if the spelling is correct,
and if not, write the correct spelling.
I ocassionally visit my grandparents in the province.
The teacher asks the learners to site examples of secondary sources.
Liza accompanied the house maid to her new masters.
The stranger wanders into the dessert of Saudi Arabia.
I made a very nice fortpolio in English.

How many got the correct spelling. Is it important to use the correct spelling of a word in writing
sentences, paragraphs, or compositions?

Spelling is important for exactly the same reason that grammar and punctuation are
important: poor spelling makes for a poor communication. Academic writing requires a
high degree of accuracy and this is reflected in the quality of the writing. Poor spelling
means a writer does not care enough about his work to proofread it.

In revising a composition, it is very essential to correct the spelling of the words that is
appropriate for the sentence to create a good one.

Here are examples of words to watch when revising or rewriting a composition.

To and Too
 To is used with the infinitive (to watch, to run, etc.) or with an indirect object (I gave the book to
the student) or as a preposition (The Manager ran to the Fire Exit)
 Too is an adverb – it adds information to a verb: ‘that athlete was too slow to win the race’. In
addition, it can be used in the sense of also: ‘The teacher, too, was puzzled by this suggestion’.

Their, there and they’re

 Their is a possessive form (something belonging to ‘them’)
 There is an adverb, indicating location (over there)
 They’re is a contraction of ‘they are’

It’s and its

 It’s is a contraction of ‘it is’
 Its is a possessive pronoun (it belongs to it: its properties, etc.)

Accept and except

 Accept is a verb, meaning to receive something (I accept that gift, they accepted this idea)
 Except can be a verb, except it is often used as a preposition meaning ‘but’ (I would accept that
idea, except it is wrong….)

Affect and effect

 Affect is a verb meaning to influence (Holiday arrangements have been badly affected by the
weather conditions)
 Effect is the outcome of a chain of events (cause and effect)
Separate not seperate occasional not ocassional incidentally not incidently
Desperate not desparate definitely not definitaly dependence not dependance

Some Odd Spelling Rules

What to do with ‘e’
There are exceptions to all the rules about ‘e’ – including the classic “‘i’ before ‘e’, except
after ‘c’” (e.g. weird, science, etc.). There are a few useful general tips, however:
Dropping the ‘e’
Words ending in ‘e’ often lose the ‘e’ when a suffix (the ending which is added to a word)
begins with a vowel or when a ‘y’ is added. For example:
desire + able = desirable
criticise + ing = criticising
advise + ory = advisory
educate + ion = education
arrive + al = arrival
close + ure = closure
noise + y = noisy

Keeping the ‘e’

Inevitably, there are exceptions to this general rule, and the ‘e’ is kept. For example:
like + able = likeable
stripe + y = stripey

The ‘e’ is also kept when the suffix begins with a consonant, as in -ness, -ly, -ment,
-ful, -less etc. For example:
sincere + ly = sincerely
late + ly = lately
polite + ness = politeness
place + ment = placement
complete + ly = completely
blame + less = blameless

But (of course!), there are also exceptions to this rule. In some cases, the ‘e’ is
dropped before the consonantal suffix. For example:
 argue + ment = argument
wise + dom = wisdom
true + th = truth
true + ly = truly
nine + th = ninth

Read the paragraph carefully. Look into the misspelled words. Revise/rewrite the paragraph
by writing the correct spelling of the misspelled words.

Well, its another rainy day. I wonder what I will do. First, I think I’ll take a walk around the
neyborhood to stretch my legs. Second, I’ll cook a big brakefast with toast fruit egg and bacon. After
that, I might mow my lawn; it’s getting pretty long. I’m not sure what I’ll do after that. I guess I should go
see my mother. I think she wants me to grocery shopping with her. I have no idea why she can’t just go
by herself. Or, better still, she could ask my dad to go with her! I dout he will want to go with her though.
He likes going to the grosery store as much as I do!

Answers: It’s, neighborhood, breakfast, doubt, grocery

3. Guided Practice
Jaime has been applying for fool-time jobs for several months. Last weak he recieved a call from
the Human Resources director at a computer software company. The HR director asked Jaime if he could
fly to Chicago for a job interview. The company offered to pay for Jaime’s plane ticket to Chicago, so that
he will not have to pay for it himself. Jaime agreed to come for the interview.
Since then, Jaime has been busy collecting information about the company. He also went shoping
for a new suite. Jaime and his wife have been rehearsing answers to possible interview questions, so that
Jaime will be prepared. Jaime is nervous about the interview, but he’s looking forward too working at a
new place.

Answers: full, week, received, shopping, to

4. INDEPENDENT PRACTICE Read the composition below. Revise it by changing the misspelled words into its correct
spelling.

I’ve had a terible cold for several days. I’ve been blowing my nose, sneezing, and cofing. I’ve been
eating chicken soap and drinking orange juice for a couple days. I’ve been taking aspirin and cough
sirrup since the weekend. I’ve been at home watching TV since Monday. I’ve talked to my mother on the
phone everyday of the week. I’ve watched every bad movie that came on the TV. I wonder when I’ll get
 well again. I wander when I can go back to work. I’m tired of coughing, sneezing, and complaining.

Answers: terrible, coughing, soup, syrup, wonder

Why is spelling important in writing a composition?
5. GENERALIZATION
Spelling is important because it makes writing meaningful. It reflects the writer’s ability in writing good
composition.
6. EVALUATION Revise the paragraph by writing the correct spelling of the misspelled words.

When I turned the doornob, it opened easy. I was immediately spicious; the door should have been
locked on a weekend at midnite. I was carefully pushed the door open. It was pitch black inside. I couldn’t
even see my own hand on the doorknob. I heard a low growl and felt something brush past me. What
was it? A tiger. a lion…a wild beast? “There he is”, said Mr. O’Malley, owner of the building. “Come on,
Butchy,” he called to the dog. “Time too go home.” Mr. O’Malley looked at me for a moment. Then he
said, “I know, I know. I shouldn’t had left the door open. I came back to lock it –– and to find Butchy.”

Answers: doorknob, suspicious, midnight, to, have

Revise the paragraph. Correct the misspelled words.

My fourth-grade son built an end table for me last week. He surprised me with it. I think it
was very sweet of him to build it for me. It is the most elegant little table I have ever own. I moved one of
V. Assignment my other table out of the living room and replaced it with the new one. My daughter commented that it
didn’t match the furnechure in the living room, but it looked fine to me. My neighbor mentioned that one
of the legs of the table was a little bit shorter than the other legs, but it looked great to me. My sister
remarked that there was a nail sticking out of the side of the table but it looked okay to me. I know the
table has some imperfections, but my fourth-grade son built it,
VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
 AMADO V. HERNANDEZ
GRADES 1 to 12 School: ELEMENTARY SCHOOL Grade Level: VI
DAILY LESSON Learning
LOG Teacher: Mrs. RAQUEL D. ABUBO Area: ENGLISH
Teaching Dates 4th
and Time: February 17, 2020 Quarter: QUARTER

I. OBJECTIVES
 The learner demonstrate understanding of compound sentences to show
A. Content Standards cause and effect

The learner..
B. Performance
 The learner construct with sufficient accuracy compound sentences
Standards
to show cause and effect.
Distinguish text-types according to purpose and language features
Identifies the cause and effect of given situations
C. Learning EN6RC-IIIc-3.2.7
Competencies/Objecti
ves Write the LC code VALUE INTEGRATION: Show tactfulness when communicating with others
for each. EN6A-IIb-17

Distinguish text-types according to purpose and language features

II. CONTENT Identifies the cause and effect of given situations
III. LEARNING
RESOURCES
A. References EN6RC-IIIc-3.2.7
Reference: Essential English 6 pp. 207-217
Powerpoint presentation

IV. PROCEDURES
Match the words in Column A to its meaning in Column B
1. disappointed a. eat
2. swallows b. at a loss
A. Drill
3. tug c. saddened
4. tossed d. fight
5. struggle e. throws

Directions: Identify the type of sentence in each item. Choose the letter of
the correct answer.
1. We have to go to bed when the clock chimes ten o’clock.
a. Simple b. Compound c. Complex
2. Jennifer liked William’s friend, and she also liked his cousin.
B. Review a. Simple b. Compound c. Complex
3. The big brown dog ran after the blue and red ball.
a. Simple b. Compound c. Complex
4. James and Eve rode their bicycles after they ate lunch.
a. Simple b. Compound c. Complex
5. The teacher and the principal met in the hall near the library.
a. Simple b. Compound c. Complex

C. Lesson Proper
 Show the following pictures and ask the pupils what could be the causes of those
situations.

1. Motivation

2. Direct teaching
Effects
Causes

 Death of aquatic
 Industrial waste animals
 Diseases
 Domestic waste

 Spills from oil  Disruption of food

 Abandoned chains
mines
 Dumping of waste
 Destruction of
 Untreated raw
ecosystem
sewage
 Ask:
1. What causes contamination of water bodies?
2. What was the effect of industrial waste? massive oil spill? Dumping of waste?
3. What do you think will happen if these problems will not be eradicated?
4. Who are affected of these problems ? 5. As a young environmentalist, how
can help our government to minimize or eradicate these problems?

A Cause is the reason why something happens.

Ask yourself:
What happened first?
Why did this happen?
An Effect is the result or what actually happens.
To find the effect, you need to ask yourself:
 What happened second?
 What was the result?

Connecting words such as because and so can be used to show cause and effect
relationships.

3. Guided Practice Identify the Cause!

-why something happens

1. I am as full as a tick. What caused this to happen?

2. I made an “A” on my reading test. What caused this to happen?

Identify the Effect!

1. Last week, I left my radio sitting out in the rain. What will the effect be?
 Directions: Encircle the cause and underline the effect.

1. Since Donn did not study, his grades were not good.
4. INDEPENDENT 2. There are 22 died during the landslide in Naga, Cebu City due to heavy rains.
PRACTICE 3. Apple closed the window because the weather outside was cold.
4. A tornado blew the roof off the house, and as a result, the family had to find
another place to live.
5. Because the alarm was not set, Milca were late for work.
5. GENERALIZATION How did you distinguish –Cause and Effect?
6. EVALUATION Directions: Distinguish the cause and effect in the following sentences.
1.We don’t have classes on Monday because the typhoon is coming.
Cause: ___________________________
Effect : ___________________________

2. Josephine was tired Friday night so she went to bed early.

Cause : __________________________
Effect : ____________________________

3. Allia’s flowers died because she forgot to water them.

Cause____________________________________
Effect_________________________________________

4. Kuya Joel ate three hotdogs for lunch because he was very hungry.
Cause________________________________________
Effect_____________________

5. We ran out of milk so we had to drink water for dinner.

 Cause______________________________
Effect______________________________

Make a research on Google about the causes and effect of “Teen pregnancies”.
V. Assignment
Write it on your notebook.
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation