GRADE 1 to School Bonga Menor Elementary Grade Level Six – JP RIZAL

12 Teacher Cecilia S. del Rosario Learning Area English

DAILY LESSON LOG Teaching Dates and Time August 19-23, 2024 Quarter First Quarter – WEEK 4

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

(August 19, 2024) (August 20, 2024) (August 21, 2024) (August 22, 2024) (August 23, 2024)

I. OBJECTIVES
A .Content Standard The learner demonstrates understanding of various verbal elements in orally communicating information of various non-verbal elements in orally communicating information
that English language is stress timed to support comprehension
 of text types to listen for different purposes from a variety of texts
 of figurative language, word relationships and nuances in word meanings to develop word consciousness
 of various linguistics nodes to comprehend various texts
 of writing styles to comprehend the author’s message
 of the conventions of standard English grammar and usage when writing or speaking
 of the forms and conventions of print, non-print, and digital materials to understand various viewing texts
B .Performance Standard The learner…
 orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities
 reads with sufficient accuracy and fluency to support comprehension
 uses linguistic cues to effectively construct meaning from a variety of texts for a variety of purposes
 uses literal information from texts heard to construct an appropriate feedback
 uses linguistic cues to appropriately construct meaning from a variety of texts for a variety of purposes
 uses diction (choice of words) to accurately analyze author’s tone, mood, and point of view
 uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral and written)  speaks and
writes using good command of the conventions of standard English
 applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the message
 applies knowledge of the various forms and conventions of print, non-print, and digital materials to appropriately comprehend print, non-print, film and moving texts
C.Learning EN6LC-Id-2.11.1 EN6OL-Id-1.17 Relate an EN6F-Id-1.6 EN6G-Id-3.3 Compose
Competency/Objectives EN6G-Ic-3.2 EN6LC-Id-2.11.2 experience appropriate to the Read aloud grade level clear and coherent
Write the LC code for each. EN6GA-Ic-17 EN6LC-Id-2.11.3 occasion appropriate text with an sentences using
Infer the speaker’s tone, accuracy rate of 95-100% appropriate grammatical
mood and purpose EN6RC-Id-6.8 structures: -aspects of
Compose clear and coherent
EN6RC-Id-6.9 EN6G-Id-3.3 verbs
sentences using appropriate EN6V-Id-12.3.2 Analyze figures of speech Compose clear and coherent
structures: tenses of verbs EN6V-Id-12.4.1.2 (simile, metaphor) sentences using appropriate
EN6V-Id-12.4.2.2 EN6A-Id-16 grammatical structures:
Show tactfulness when Infer meaning of figurative Observe politeness at all -aspects of verbs
communicating with others language using -context clues
-affixes and roots
-other strategies

EN6A-Id-16
Observe politeness at all
 times
EN6A-Id-17
Show tactfulness when
communicating with others
EN6A-Id-18
Show openness to criticism
II. CONTENT Speaker’s Tone and Mood Story: “Why Mosquitoes Buzz Aspects of Verbs: Past Perfect Aspects of Verbs: Present
Meaning of Figurative in People’s Ears” by Verna Perfect and Future Perfect
Language; Idioms Aardema Original File Submitted and
Story: “Why Mosquitoes Figures of Speech: Simile and Formatted by DepEd Club
Buzz in People’s Ears” by Metaphor Member - visit
Verna Aardema depedclub.com for more
III.LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
Page 41
2. Learner’s Materials pages
Page 71- 74, 76
3. Textbook pages
4. Additional Materials from MISOSA Using the Simple Activity Sheets in English 6 Activity Sheets in English 6 Activity Sheets in English 6 Activity Sheets in English 6
Learning Resource Present Form of the Verb that (Quarter 1:Week 4-Day1) (Quarter 1:Week 4-Day 2) (Quarter 1:Week 4-Day 3) (Quarter 1:Week 4-Day 4)
(LR)portal Agrees with the Subject in Power point Presentation
Number
B. Other Learning Resource activity sheets, pocket chart

IV.PROCEDURES
A. Reviewing previous lesson or Read the words properly. 1. Unlocking of Difficulty
presenting the new lesson Run run Pear – fruit My mother loves
Buy bought to eat a pear fruit. Thief –
Laugh laughed robber The King’s son was
Sing sang ordered to look and capture
the thief. Scowled -- frowned
The little boy scowled
because he is confused of
the answer. Thatch – cover
The roof is made of thatch.
Malt – grain Beer is brewed
from malt. Tramp –walk The
pupils in the remote area are
used to tramp in going to
school.
B. Establishing a purpose for the Who among your teachers 2. Motivation Let’s Recall Let’s Practice Fluency Let’s Recall
lesson continue to inspire you? Who If someone will shout at you,
 among them taught you Task 1: Knowing the Animal
Task 1: Are You An Accurate
Before we talk about the
about politeness? Is it Characters present perfect tense and the
Reader?
something important to you? what will you feel? future perfect tense, let us
Choral Reading for Fluency
Why? Write inside the boxes the animals first review past perfect
What do you think is the attitude
that are mentioned in the story: tense.
of that person? Each of you will be given a copy
In answering the above Why Mosquitoes Buzz in People’s
3. Motive Questions 1. of a part of the story. Your
questions, you may have Ears. Write at least one Task 1: Base Form to Past
What price did the King offer to group/class will read softly along
characteristic of each animal. Participle
recalled past events and the one who can catch the pear with your teacher. As you read
Give the past participle of the
made use of verbs. thief? 2. How did the along, underline or encircle the
Examples: following verbs.
Recall these verbs with your youngest prince catch the thief? word/s you will mispronounce or
group. Write them on meta 3. Who was the thief? 4. What the words you are not sure of the
strips. did the prince do to the swan? pronunciation. After reading
lion Task 2: Past Perfect
5. How did the swan help the brave along, count the number of
Sentences
Ask: In what tenses prince? 6. If you were the words you underlined or
Pair Up
are these verbs that you have maiden, would you trust the encircled. Then, look at the table
Choose three (3) verbs and
prince? 7. If you were the below for your percentage of
written? prince, would you trust the accuracy and its description.
give their past perfect form.
Then, take turns with your
maiden? What is your percentage of
partner in using them in
accuracy?
sentences using the theme
“Saturday at Home.”
C. Presenting examples/Instances There are basically three Tone – is the attitude that an
of the new lesson tenses of verbs: past, present author takes toward the audience, Task 2: Is It Present, Past or
and future. Verb tenses refer the subject, or the character. Future?
to the exact time the -- is conveyed through the
action happened. author’s words and details Let’s review the tenses of verbs.
Examples: There are three tenses of verbs:
The present tense is formed A 1. “Watch my pear tree tonight present, past, and future.
and catch the thief” 2. “Don’t
by is, am or the base form of shoot me, King’s son! “ 3. “Yes I
the verb. S or es is added to am brave enough for that and
the base form of the verb more. 4. “I want the one who
when the subject is plural. draws the water and builds the
fire” 5. “Come and lay your head
Examples: “This is on my lap for a while.” 6. “This
your English lesson. I want is your work, do it.”
you to be very attentive. The
villagers need an
explanation” Mr. Cruz begins
his talk.
The past tense is formed by
adding d or ed to the base
form of the verb. Was or were
are the past tense of the verb
be.
 Examples: Everyday looked
sad. He failed English
because he did not study
hard. The
future tense is formed by
using shall or will with the
base form of the verb.
Examples: Don’t go so fast
Roy, you will get to your
school ahead of time.
D. Discussing new concepts and GROUP ACTIVITIES: Let’s Try This Let’s Try This Let’s Try This
practicing new skills # 1 Group I. a. Encircle the verb in Study the tone and mood of the
each sentence. Write Pr if the story. Let us use the animal Task 3: What the Animals Do Study the sentences.
verb is in the present tense, characteristics to learn direct Read the sentences. Then,
Pa if it is in the past tense TONE AND MOOD comparison and indirect identify the verbs. Simple Tenses
comparison. 1. A mosquito saw an The mosquito listened to it all from
and Fu if it is in the future Tone and mood both deal with the iguana. _____ nearby bush.
tense. _________ 1. They emotions that center around a Read and study the sentences: 2. The iguana grumbles to
established an eagle story or a poem or any piece of himself. _____
conservation program. literature. Though they seem the 1. The soldiers are like lions 3. The iguana will pass by The mosquito listens to it all from a
_________ 2. The Philippine same and can in fact be related in the battlefield. the python. _____ bush.
eagle lives in the forest of by what causes them, they are in 2. The soldiers are lions in 4. The python went into a
Luzon, Samar, Leyte and fact quite different. the battlefield. rabbit hole. _____
Mindanao. _________ 3. Gina 5. The rabbit sees the big The mosquito will listen to it all from
will go to Cebu tomorrow. The tone is the attitude of the The meaning of the comparisons snake. _____ nearby bush.
_________ 4. The boy kicked author toward the subject, the in the sentences is the same. 6. The monkey will
the ball. _________ 5. A small reader, or the characters. It is how screech and will leap through the
the writer feels about what he or Since the known characteristic of trees. _____
portion of its diet consisted of she is writing. The author conveys a lion is brave, our sentence 7. Mother Owl usually
monkeys. the tone by the setting, means that the soldiers are brave hunts in the night. _____
characters, word choice, and in the battlefield. 8. The animals feared that
Group II: Know Me b. Write other details along the way. the sun would never come back.
the proper tense of the given But the kind of comparisons is _____
verb in the sentences. Our The mood is the feeling the reader different because sentence 1 uses 9. All the animals laughed
school (open) ________ at gets from reading the author’s direct comparison while sentence when they saw the iguana
6:30 A.M. every day. words. It is the feeling the reader 2 uses indirect comparison. coming. _____
Yesterday, the principal (talk) or listener has about the text. It 10. The mosquito will creep
_______ to us in the could be the same as tone, but Can you now use your examples under a curly leaf. _____
auditorium. She (say) not always. to form comparisons
_______ our supervisor (visit) Here are some examples of tone
______ next week. words and mood words.
Tomorrow, our class (go)
________ to the library. We
(look) ________ at the new
 books and (use) _______ the
computer for research. The
librarian (acquired)
________with the library rules
and regulations. School (be)
________ really exciting.
Group III. Write shop
c. Write the
sentences using the given
phrase with the tense of the
verbs asked. 1.
announce a meeting with the
parents. (past)
________________________
________________________
____ (present)
________________________
________________________
_ (future)
________________________
________________________
__

E. Discussing new concepts and Task 3: Writer’s Feelings, Let’s Study This Let’s Study This Let’s Study This
practicing new skills # 2 Read the following sentences. Reader’s Feelings What is direct comparison and Take a look at how the past
1. Her parents come from indirect comparison? THE PERFECT TENSES perfect tense of verbs are
Tarlac. Group Work Look at the timelines to show changed to present perfect
2. They visit our village As a group, identify the tone and A figure of speech which has a simple tenses and perfect tense and future perfect
mood of the following parts of the direct comparison is called a tenses. tense.
monthly. story your teacher will say. Then, simile. This timeline shows the simple What do you notice about the
3. I cried bitterly when my dog complete the table. Be ready for a A simile is a figure of speech that tenses of verbs. verbs in the sentences?
died three years ago. group reporting afterwards. You compares two different things and
4. Mother brought me to my may use the list of Tone Words always contains the words as and Past Presen Future
Aunt’s house a year after. and Mood Words. like. PAST PRESENT FUTURE
Perfe t Perfect
5. In June, Melissa will be in ct Perfect
High School. Source: had has + will/
6. We shall visit in an 1. When the rabbit saw the YourDictionary. "Examples of + listene shall
agricultural collage four years big snake coming into her burrow, Similes." YourDictionary. April 10, listen d have +
from now. she was terrified. She scurried out 2017. Accessed May 9, 2017. PAST PRESENT FUTURE
ed have + listened
through her back way and http:// PERFECT PERFECT PERFECT listene
bounded, krik, krik, krik, across a examples.yourdictionary.com/ d
clearing. examples-of-similes.html. Study the underlined words and We always use the past
the sentences in the table. participle of verbs in the past
2. A crow saw the rabbit Examples: perfect, present perfect and
 running for her life. He flew into The little girl is as cute as a kitten.
the forest crying kaa, kaa, kaa! It The little boy is playful like a Past Tense
was his duty to spread the alarm puppy The big The big snake
in case of danger. snake raised
A figure of speech that has his head. future perfect tenses of verbs.
3. A monkey heard the indirect comparison is a But how do we differentiate
metaphor. King Lion King Lion had called
the past perfect, present
crow. He was sure that some called a
dangerous beast was prowling A metaphor is a comparison of perfect and future perfect?
one subject with another without meeting of PRESENT PERFECT
near. He began screeching and the animals.
leaping kili wili through the trees the use of as or like. TENSE
to help warn the other animals. She turned . head toward the east
She had turned her
TONE MOOD Examples: her head before she called the sun to come.
1 A mother is a tigress in the toward the
defense of her child. east.
2
The corrupt in government are
3 crocodiles.
F. Developing mastery Encircle the appropriate tense Let’s Do This Let’s Do This Let’s Do This
(leads to Formative of the verb in each sentence. Let’s Do More Task 4: Perfecting the Past Task 3: Practice the Perfect
Assessment 3) (See LM page 72) Task 2: S or M? Participle Tenses
Task 4: Writer’s Feelings,
Reader’s Feelings Again Think-Pair-Share Pair Up Group Work
A. With your seatmate/partner, As a group, complete the
Pair Up Think: Reflect about the given complete the table. table below.
question/task.
With your seatmate/partner, Pair: Face your seatmate/partner. B. Choose five (5) verbs
identify the tone and mood of the Share: Discuss with your from the list and use them in
following parts of the story your seatmate/partner your answer. sentences following the
teacher will say. Then, complete theme “My Family.”
the table. You may use the list of Remember to observe the
Tone Words and Mood Words. following during Think-Pair-Share Example: Mother had
activity: baked a cake.
1. When she returned to
the nest, she found one of them • Be polite. Wait for your
dead. Her other children told her turn to speak. Listen while your
that the monkey had killed it. All seatmate/partner is speaking.
that day and all that night, she sat • Be tactful. Say what you
in her tree – so sad, so sad, so want to say in a nice way. Also,
sad! wait for your seatmate/partner to
finish first before you say
2. The night grew longer something.
and longer. The animals of the • Be open. When your
forest knew it was lasting much seatmate/partner does not agree
too long. They feared that the sun with what you are saying, do not
would never come back. feel bad. Accept that he or she
has different opinion.
3. Then King Lion called
the monkey. He came before him Read the following sentences.
 Then, identify whether the
nervously glancing from side to sentence has a simile or a
side, rim, rim, rim, rim. metaphor. Afterwards, brainstorm
with your partner the meaning of
TONE MOOD simile or metaphor.
1 1. She is a peacock.
2 2. My teacher is a dragon.
3. Mary’s eyes were fireflies.
3 4. The alligator’s teeth are white
daggers.
5. The kids were monkeys on the
jungle gym..

G. Finding practical application of Think of ways on how you can Let’s Do More Let’s Do More
concepts and skills in daily show tactfulness in Task 3: Can You See the Let’s Do More
living communicating with others Comparison? Task 5: More Past Perfect Tense Task 4: Practice the Perfect
openness to criticism. (See Tenses More
LM page 76) Group Work Group Work
Let us have some group activities As a group, give the past perfect Pair Up
A. As a group, discuss the tense of the given words. Then, A. Give the present perfect
Choose the correct tenses of meaning of the similes. use them in sentences following tense of the verbs in the
the verb that best complete Then, complete the the theme “Mother Earth.” parentheses.
each sentence below. sentences. 1. We (read) a nice
1. Sam sits down and 1. ____________________ story.
_______ (write, writes) in his as free as a bird. 2. He (buy) a pizza.
notebook. 2. ____________________ 3. You (listen) to a nice
2. The energetic puppy as fierce as a tiger. pop song.
______ (is, was) happy 3. ____________________ 4. She (eat) a hot dog
yesterday. as graceful as a gazelle. sandwich.
3. Mrs. Smith ______ (sang, 4. ____________________ 5. They (take) their
as hairy as a gorilla. skateboards.
will sing) a song in the talent 5. ____________________
show next month. as hungry as a horse.
4. They _______ (talk, talked)
three hours last night.
5. My baby sister ________
(speaks, speak) the first time
yesterday.
H. Making generalizations and What are the tenses of the Let’s Remember
abstractions about the lesson verb? The tone is the attitude of the
author toward the subject, the
reader, or the characters. It is how
the writer feels about what he or
she is writing. The author conveys
the tone by the setting,
characters, word choice, and
other details along the way.
The mood is the feeling the reader
gets from reading the author’s
words. It is the feeling the reader
or listener has about the text. It
could be the same as tone, but
not always.
I. Evaluating learning Rewrite the following Let’s Test Ourselves Let’s Remember Let’s Remember
sentences using the required A simile is a figure of speech that Let’s Remember The present perfect
tense of the verb. You may Task 5: More Writer’s Feelings, compares two different things and The past perfect expresses an expresses an action that was
need to change, add, or Reader’s Feelings always contains the words as and action completed in the past completed sometime in the
delete some words. like. It is a direct comparison. before another action happened. past or is still continuing in
Identify the tone and mood of the Regular verbs form their past the present. It is formed by
1. The class presidents following. You may use the list of A metaphor is a comparison of participle by adding -d or -ed. using has/have + past
Tone Words and Mood Words. one subject with another without Irregular verbs form their past participle form of the verb.
will be launching a “Green and the use of as or like. It is an participle by adding -n or -en,
Clean Campaign” (past 1. Then, King Lion called indirect comparison. and/or changing i to u. The future perfect describes
tense) the rabbit. The timid little creature Past perfect verbs are formed by an action that will still be
________________________ stood before him, one trembling adding had to the past participle completed sometime in the
________________________ paw drawn up uncertainly. form of verbs. future. It is formed by using
_______ ( future tense) will/shall have + past
________________________ 2. All the animals laughed participle form of the verb.
________________________ when they saw the iguana
_____ coming, badamin, badamin, with
the sticks still stuck in his ears!
2. The canteen serves 3. “Punish the mosquito!
nutritious and affordable food. Punish the mosquito!” cried all the
(past tense) animals.
4. When Mother Owl heard
________________________ that, she was satisfied. She
________________________ turned her head toward the east
_______ (future tense) and hooted: “Hoo! Hooooo!
________________________ Hooooooo!”
________________________ 5. Meanwhile, the mosquito
_____ had listened to it all from a nearby
 bush. She crept under a curly leaf,
semm, and was never found and
brought before the council.
J. Additional activities for Let’s Test Ourselves
application or remediation Task 4: Do You See the S and M?
Write S on your paper if the
sentence has a simile and M if the Let’s Test Ourselves
sentence has a metaphor. Then,
choose from the list inside the box Task 6: Let’s Perfect the Past
the meaning of the simile or Perfect Tense
metaphor in the sentences that
the teacher will say. Write the With your seatmate/partner, give
letter of the appropriate meaning. the past perfect tense of the
given words. Then, use them in
1. Stay indoors because it’s sentences following the theme “A
raining Day in School.”
cats and dogs.
2. Zachary is as eager as a
beaver.
3. Toddlers are rug rats.
4. She is like a nightingale.
5. Noreen moves like a turtle.
V.REMARKS

VI.REFLECTION
A. No. of learners who earned
80% in the evaluation

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? Why
did these work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
 G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Inspected by:

CECILIA S. DEL ROSARIO EVERMINA S. SANTOS

Teacher School Principal I