DAILY LESSON LOG FOR School: Grade and Section: VI -

IN-PERSON CLASSES Teacher: Subject: ENGLISH

Teaching Dates: FEBRUARY 03 – 06, 2024 (WEEK 9) Quarter: THIRD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
a. Grade Level Standard The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads various text types
materials to serve learning needs in meeting a wide range of life’s purposes.
a. Content Standards
b. Performance
Standards
c. Most Essential Evaluate narratives based on how the author developed the elements (EN6RC-Ig-2.24.1) (RELATIONAL LEVEL OF SOLO TAXONOMY)
Learning Competencies
(MELCs)
D. Learning Objectives
II. LEARNING CONTENT EVALUATING EVALUATING EVALUATING EVALUATING
(Subject Matter) NARRATIVES BASED NARRATIVES BASED NARRATIVES BASED NARRATIVES BASED
ON HOW THE AUTHOR ON HOW THE AUTHOR ON HOW THE AUTHOR ON HOW THE AUTHOR THIRD QUARTER
DEVELOPED THE DEVELOPED THE DEVELOPED THE DEVELOPED THE EXAMINATION
ELEMENTS: THEME ELEMENTS: THEME ELEMENTS: THEME ELEMENTS: THEME
AND POINT OF VIEW AND POINT OF VIEW AND POINT OF VIEW AND POINT OF VIEW
(MOSTLY 70% (MOSTLY 70% (MOSTLY 70%
LEVELS OF SOLO (MOSTLY 70%
UNISTRUCTURAL MULTISTRUCTURAL EXTENDED ABSTRACT
TAXONOMY RELATIONAL LEVEL)
LEVEL) LEVEL) LEVEL)
III. LEARNING
RESOURCES/REFEREN
CES
a. Teacher’s Guide
Pages
b. Learner’s Material
Pages
c. Textbook Pages
d. LRMDS Materials Padohinog, M.M., Padohinog, M.M., Padohinog, M.M., Padohinog, M.M.,
(SLMs/LASs) Santiana, M.R., Santiana, M.R., Santiana, M.R., Santiana, M.R.,
Villanueva, R. & Villanueva, R. & Villanueva, R. & Villanueva, R. &
Patchicoy, R.(2020). Patchicoy, R.(2020). Patchicoy, R.(2020). Patchicoy, R.(2020).
English Quarter 3 – English Quarter 3 – English Quarter 3 – English Quarter 3 –
Module 2 Evaluate Module 2 Evaluate Module 2 Evaluate Module 2 Evaluate
Narratives Based on How Narratives Based on How Narratives Based on How Narratives Based on How
 the Author Developed the the Author Developed the the Author Developed the the Author Developed the
Elements [Self-Learning Elements [Self-Learning Elements [Self-Learning Elements [Self-Learning
Modules]. Department of Modules]. Department of Modules]. Department of Modules]. Department of
Education. Retrieved Education. Retrieved Education. Retrieved Education. Retrieved
(January 19, 2023) from (January 19, 2023) from (January 19, 2023) from (January 19, 2023) from
https://r7- https://r7- https://r7- https://r7-
2.lms.deped.gov.ph/moodl 2.lms.deped.gov.ph/moodl 2.lms.deped.gov.ph/moodl 2.lms.deped.gov.ph/moodl
e/mod/folder/view.php? e/mod/folder/view.php? e/mod/folder/view.php? e/mod/folder/view.php?
id=13101 id=13101 id=13101 id=13101
e. Other Learning PowerPoint Presentation, PowerPoint Presentation, PowerPoint Presentation, PowerPoint Presentation, PowerPoint Presentation,
Resources laptop, SLMs/Learning laptop, SLMs/Learning laptop, SLMs/Learning laptop, SLMs/Learning paper, quiz notebook or
Activity Sheets, pens, Activity Sheets, pens, Activity Sheets, pens, Activity Sheets, pens, test paper
notebook notebook notebook notebook
IV. PROCEDURES
A. PRELIMINARY a. Greetings
ACTIVITIES b. Checking of Attendance
c. Prayer
d. Singing of National Anthem
e. Exercise
f. Word of the day
g. Spelling
h. Reading
B. Review the previous Directions: Give one Directions: Inside the box Directions: Read and Directions: Answer the
lesson/Drill element of the story plot are the scrambled letters analyze each passage question.
and explain. of the elements of the below and encircle the
story for your reference in letter of the thematic Why the author’s point of
Story Plot: __________ answering the activity. concept used from the view and theme of the
Explanation: ________ Read the story, “Mother choices. Then, write a story is important in
Knows Best”, and be able thematic statement using evaluating
to identify what element the word you’ve chosen. narratives/stories?
does each situation
indicates.

Mother Knows Best

By Rosemary S.
Villanueva

1) “Francisco, you’re
playing in the dirt again.
You will get germs and get
sick! Come inside now. It’s
time to eat!”
2) I heard my mother call
me so I ran back to our
house. I sat at the dining
table and waited to eat.
“Look at you. Your clothes
are stained and your
hands are dirty. Go wash
your hands with water and
with disinfecting alcohol
after,” said my mother. But
I was already hungry so I
lazily do what she told me.
I washed my hands with
water and they’re already
clean. I don’t understand
why I still have to wash
them with disinfecting
alcohol after.
3) While we were eating,
we heard the news anchor
on the television.
“Everyone must keep safe
against COVID-19. Always
wear a mask, disinfect,
and maintain social
distancing when in public.”
“Ma, what’s happening?” I
turned to my mother and
asked her. “There’s a
virus, Francisco. It can
make people really sick.
That’s why when we go
out of our house, we
always wear a mask. We
should also disinfect our
hands with alcohol to fight
the invisible virus and
 maintain a distance from
other people when
outside,” she said.
4) I don’t want to get sick,
Ma!” I cried to her. “I know.
That’s why we need to
follow these rules and you
need to listen to us
always, okay?” “Okay,” I
said. I wiped away my
tears. I realized that we
should always stay clean
and safe because we are
surrounded by a lot of
invisible germs and virus
around us. From now on, I
will listen to my mother
because I know she knows
best.
5) How a story is told tells
the
_____________________
_____________________
C. Establishing a When you read or watch How do you react when Are you willing to sacrifice Who do you consider your
purpose for the lesson/ Disney stories like Snow you are upset? your personal needs and lucky charm in life? Why?
Motivation White, Cinderella, or The wants just to make your
Little Mermaid, what Is it important to discipline loved ones happy? Why? What makes you more
usually happens at the children at their very determined in every
end of the story? What's young age? Why? How important is two challenge you have?
the main idea or lesson pesos in Meg’s life? Why?
that these stories often
teach?
D. Presenting In our previous lessons, In our previous lessons, In our previous lessons, In our previous lessons,
examples/instances of you learned about you learned about you learned about you learned about
the new narrative and its three narrative and its three narrative and its three narrative and its three
lesson/Motivation elements: setting, elements: setting, elements: setting, elements: setting,
character and plot. Now, character and plot. Now, character and plot. Now, character and plot. Now,
you will study the last two you will study the last two you will study the last two you will study the last two
elements of a narrative elements of a narrative elements of a narrative elements of a narrative
text – theme and point of text – theme and point of text – theme and point of text – theme and point of
view. view. view. view.
E. Discussing new Theme in narratives refers Theme in narratives refers Theme in narratives refers Theme in narratives refers
concepts and practicing to the broad idea, to the broad idea, to the broad idea, to the broad idea,
new skills No. 1 message, or lesson that is message, or lesson that is message, or lesson that is message, or lesson that is
imparted to the readers by imparted to the readers by imparted to the readers by imparted to the readers by
a written text. It may be a written text. It may be a written text. It may be a written text. It may be
timeless and universal timeless and universal timeless and universal timeless and universal
ideas about life, society, or ideas about life, society, or ideas about life, society, or ideas about life, society, or
human nature. Most human nature. Most human nature. Most human nature. Most
themes are indirectly themes are indirectly themes are indirectly themes are indirectly
stated rather than directly stated rather than directly stated rather than directly stated rather than directly
expressed. It binds expressed. It binds expressed. It binds expressed. It binds
together the other together the other together the other together the other
elements and helps elements and helps elements and helps elements and helps
readers to understand the readers to understand the readers to understand the readers to understand the
main character’s main character’s main character’s main character’s
challenges, experiences, challenges, experiences, challenges, experiences, challenges, experiences,
and emotions. Through and emotions. Through the and emotions. Through and emotions. Through
the theme, a writer can theme, a writer can the theme, a writer can the theme, a writer can
provide the reader with provide the reader with provide the reader with provide the reader with
 his/her view on how the his/her view on how the his/her view on how the his/her view on how the
world works and how world works and how world works and how world works and how
human life is. human life is. human life is. human life is.
The most common The most common The most common The most common
contemporary contemporary contemporary contemporary
understanding of theme is understanding of theme is understanding of theme is understanding of theme is
an idea or point that is an idea or point that is an idea or point that is an idea or point that is
central to a story, which central to a story, which central to a story, which central to a story, which
can often be summed in a can often be summed in a can often be summed in a can often be summed in a
single word called single word called single word called single word called
thematic concept such as: thematic concept such as: thematic concept such as: thematic concept such as:
love, friendship, respect, love, friendship, respect, love, friendship, respect, love, friendship, respect,
honesty, cooperation, honesty, cooperation, honesty, cooperation, honesty, cooperation,
death, betrayal, kindness, death, betrayal, kindness, death, betrayal, kindness, death, betrayal, kindness,
revenge, karma, war, revenge, karma, war, revenge, karma, war, revenge, karma, war,
power, survival, courage, power, survival, courage, power, survival, courage, power, survival, courage,
and other universal truths. and other universal truths. and other universal truths. and other universal truths.
Some themes imply more Some themes imply more Some themes imply more Some themes imply more
particular ideas that are particular ideas that are particular ideas that are particular ideas that are
referred to as thematic referred to as thematic referred to as thematic referred to as thematic
statements such as; statements such as; statements such as; statements such as;
a. Love cannot be bought. a. Love cannot be bought. a. Love cannot be bought. a. Love cannot be bought.
b. Getting revenge on b. Getting revenge on b. Getting revenge on b. Getting revenge on
someone else will not fix someone else will not fix someone else will not fix someone else will not fix
your problems. your problems. your problems. your problems.
c. Learning to forgive is a c. Learning to forgive is a c. Learning to forgive is a c. Learning to forgive is a
part of becoming an adult. part of becoming an adult. part of becoming an adult. part of becoming an adult.
d. Don’t play tricks on d. Don’t play tricks on d. Don’t play tricks on d. Don’t play tricks on
people around you. people around you. people around you. people around you.
e. We can all do better if e. We can all do better if e. We can all do better if e. We can all do better if
we work together. we work together. we work together. we work together.
F. Discussing new Point of view refers to the Point of view refers to the Point of view refers to the Point of view refers to the
concepts and practicing way a writer or author way a writer or author way a writer or author way a writer or author
new skills No. 2 allows the readers to allows the readers to allows the readers to allows the readers to
“hear”, “see”, and “feel” “hear”, “see”, and “feel” “hear”, “see”, and “feel” “hear”, “see”, and “feel”
what takes place in pieces what takes place in pieces what takes place in pieces what takes place in pieces
of writing. The three main of writing. The three main of writing. The three main of writing. The three main
types of point of view are: types of point of view are: types of point of view are: types of point of view are:
1. First Person. The 1. First Person. The 1. First Person. The 1. First Person. The
author is involved in the author is involved in the author is involved in the author is involved in the
 story. He/She may be the story. He/She may be the story. He/She may be the story. He/She may be the
main character or one of main character or one of main character or one of main character or one of
the characters. The the characters. The the characters. The the characters. The
pronouns I and we are pronouns I and we are pronouns I and we are pronouns I and we are
used. used. used. used.

2. Second Person. This 2. Second Person. This 2. Second Person. This 2. Second Person. This
type is rarely used in type is rarely used in type is rarely used in type is rarely used in
literary writing. It is literary writing. It is literary writing. It is literary writing. It is
commonly used in commonly used in commonly used in commonly used in
instructional writing. The instructional writing. The instructional writing. The instructional writing. The
pronoun you is used. pronoun you is used. pronoun you is used. pronoun you is used.

3. Third Person. The 3. Third Person. The 3. Third Person. The 3. Third Person. The
author or narrator is not author or narrator is not author or narrator is not author or narrator is not
involved in the story. involved in the story. involved in the story. involved in the story.
He/She is only a witness. He/She is only a witness. He/She is only a witness. He/She is only a witness.
He/She knows the He/She knows the He/She knows the He/She knows the
thoughts and feelings of thoughts and feelings of thoughts and feelings of thoughts and feelings of
the characters. The the characters. The the characters. The the characters. The
pronoun he, she, it, and pronoun he, she, it, and pronoun he, she, it, and pronoun he, she, it, and
they are used. they are used. they are used. they are used.

G. Developing Mastery Directions: Read the Directions: Read the Directions: Read the Directions: Read the
(Leads to Formative following passages and story and answer the story and answer the story and answer the
Assessment) determine the narrator’s following questions: following questions: following questions:
point of view. Write First
Person, Second Person, My Lego Two Pesos for Better I Can Be A Star
and Third Person on the By Ma. Rita N. Santiana Life By Ma. Rita N. Santiana
blank after each passage. By Ma. Rita N. Santiana
 1) Who is the main
character of the story?
Does the main character
undergo a great change?
Cite evidences.

2) Where is the setting?

What are the words that
tell where the setting is?

1. Who is the main

character of the story? 3) Enumerate the
important events in the
story. Are the events in the
2. Where is the setting of plot properly sequenced?
the story?
4) From whose point of
3. Enumerate the view is the story written?
important events in the First person, second
story. person, or third person
point of view?
4. From whose point of
view is the story written? 5) What is the theme of
the story? Is it implicitly or
explicitly stated in the
5. What is the theme of the story?
story?

6) If given a chance to
develop the parts of the
story, “I Can Be a Star”,
how would it be? Why?

H. Finding Practical How might children List two different ways in How do everyday Reflecting on the role of
Application of Concepts encounter narratives in which children might experiences with narratives in daily life for
and Skills in Daily Lives their daily lives? engage with narratives on narratives, such as children, how does
 a daily basis. How does reading books or listening exposure to diverse
each engagement to stories, shape children'sthemes and points of view
contribute to their perspectives and through storytelling
understanding of themes interpretations of themes promote social and
and points of view? and points of view? Can emotional development?
you discuss how these How can parents and
interactions foster criticaleducators leverage
thinking and empathy? everyday narrative
experiences to cultivate
literacy skills and foster a
love for reading and
storytelling?
I. Making Generalization What is the theme of a Can you identify two How does the author's How does analyzing the
and Abstraction narrative and how does it different themes selection of point of view interplay between theme
relate to the point of view? commonly found in impact the portrayal and and point of view deepen
narratives and discuss exploration of themes our understanding of the
how the author's choice of within a narrative? Can author's message and
point of view influences you explain how varying intentions? How can
the development of each points of view might offer recognizing the nuances
theme? different insights or of theme development and
interpretations of the same point of view enhance our
theme? appreciation and critique
of literary works?
J. Evaluating Learning Directions: Read and Directions: Give a Directions: Give a Directions: Give a
analyze each story, then reflection from the story reflection from the story reflection from the story “I
answer the questions that “My Lego”. “Two Pesos for Better Can Be A Star”.
follow. Life”.

What is the theme of the

story?
_____________________
_________________
What happens in the story
that leads you to believe
this?
_____________________
_________________
 What is the theme of the
story?
_____________________
_________________
What happens in the story
that leads you to believe
this?
_____________________
_________________

What is the theme of the

story?
_____________________
_________________
What happens in the story
that leads you to believe
this?
_____________________
_________________

K. Additional activities
for application or
remediation
V. REMARKS The delivery of instruction The delivery of instruction The delivery of instruction The delivery of instruction The delivery of instruction
and expectations meet the and expectations meet the and expectations meet the and expectations meet the and expectations meet the
purpose and objectives of purpose and objectives of purpose and objectives of purpose and objectives of purpose and objectives of
the lesson because the the lesson because the the lesson because the the lesson because the the lesson because the
learners learners learners learners learners

VI. REFLECTIONS Learners are engaged in Learners are engaged in Learners are engaged in Learners are engaged in Learners are engaged in
the teaching-learning the teaching-learning the teaching-learning the teaching-learning the teaching-learning
 process when process when process when process when process when
incorporating incorporating incorporating incorporating incorporating

VII. FEEDBACK
A. No. of learner who
earned 80%
B .No. of learner who
scored below 80% ( needs
remediation)
C. No. of learners who
have caught up with the
lesson
D. No of learner who
continue to require
remediation
E. Which of my teaching
strategies work well?
Why?
F. What difficulties did I
encounter which my
principal /supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share w/other teacher?