School: SALUYSOY INTEGRATED SCHOOL Grade Level: 6

GRADES 1 to 12 Teacher: ALEXANDRA H. DE VEGA Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates: OCTOBER 24-28, 2022 Quarter: FIRST (10th WEEK)

Monday Tuesday Wednesday Thursday Friday

10:40-11:30-M. Ponce 10:40-11:30-M. Ponce 10:40-11:30-M. Ponce 10:40-11:30-M. Ponce 10:40-11:30-M. Ponce
1:00-1:50-A. Bonifacio 1:00-1:50-A. Bonifacio 1:00-1:50-A. Bonifacio 1:00-1:50-A. Bonifacio 1:00-1:50-A. Bonifacio
1:50-2:40- J.P. Rizal 1:50-2:40- J.P. Rizal 1:50-2:40- J.P. Rizal 1:50-2:40- J.P. Rizal 1:50-2:40- J.P. Rizal
I. OBJECTIVES Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies.
These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to
find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads various
text types of materials to serve learning needs in meeting a wide range of life’s purposes.

B. Performance Standards: The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads various
text types of materials to serve learning needs in meeting a wide range of life’s purposes.
C. Most Essential Learning Make connections between Make connections Make connections Make connections
Competencies/Objectives: information viewed and between information between information between information
Write the LC Code for each personal experiences. viewed and personal viewed and personal viewed and personal
experiences. experiences. experiences.

EN6VC-IVd-1.4
EN6VC-IVd-1.4 EN6VC-IVd-1.4 EN6VC-IVd-1.4
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT QUARTERLY QUARTERLY
TENSES OF THE VERB MAKING CONNECTIONS FILM VIEWING ASSESSMENT ASSESSMENT
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages N/a
2. Learner’s Materials
Activity Sheets Week 6 Activity Sheets Week 6 Activity Sheets Week 6 Activity Sheets Week 6
Pages
3. Textbook Pages Joy in English Joy in English Joy in English Joy in English
4. Additional Materials N/A N/A N/A N/A
from Learning
Resource (LR) portal
PPT, Powepoint, Chalk, PPT, Powepoint, Chalk, PPT, Powepoint, Chalk, PPT, Powepoint, Chalk,
B. Other Learning Resources PPT, Powepoint, Chalk, Laptop
Laptop Laptop Laptop Laptop

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 These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
IV. PROCEDURES learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous The teacher will have a spelling drill Identify what tense of verb is The teacher will have a spelling
Lesson or Presenting the before proceeding to the lesson. used in the sentence. drill before proceeding to the
New Lesson lesson.
1. Mario planted some
vegetables in their backyard
yesterday.
2. I will write a short poem
about the COVID19 tonight.
3. She sings sweetly in our
class presentation today.
4. My friend talked softly in
our conversation last Sunday.
5. Mr. Santos will prepare her
modules for his pupils.
B. Establishing a Purpose for Read the passage about Pedro and The teacher will make her
answer the questions that follow.
the Lesson In your daily routine you students watch a short
make connections in movie. After watching the
everything and in anything. movie, they will fill in the
Try to read the short poem chart and will make a
below. connection in their life out
of the movie.
Make CONNECTIONS
I read and I connect it to
Questions: my life NOTE: This activity will be
1. What is Pedro’s family name? I read and I connect it to their 3rd Performance Task
_______________________________ what I read in English.
2. What is the name of Pedro’s I read and I connect it to
school? the world
_______________________________ I learn when I connect
3. What are the two subjects I enjoy when I connect
does Pedro love to learn? Life is to make connections
____________________________
4. Who helps Pedro in his
assignments?
_______________________________
5. Who helps Pedro in his
outputs?
______________________________

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C. Presenting When you view or read
Examples/Instances of something, do you make
the Lesson connections? As you read, you
may relate it to your own life
experience, to the book you
have read before and even to
the happenings in the world.
The brain is wired to connect
new information with the old
knowledge that is in the brain.
Take all your life experiences
even those outside of the
classroom. You ask yourself,
“Am I bringing meaning to the
words to help me read better?”
You make connections with a
book, article, picture or movie
that you have read or viewed.
Making Connections is a
strategy that can assist you in
making meaning from a text.
You can make connections
between:
 Text and self
 Text and text
 Text and world

D. Discussing New Concepts There are 3 simple tenses of Making Connections

and Practicing New Skills verbs namely the past, present - Is a strategy that can assist you in
#1 and future. making meaning from a text;
something you have seen on TV,
about how the information you are
Tenses of verbs tell us how an
reading connects to other familiar
action relates to the flow of
text and the world works that goes
time. Simple tenses usually far beyond your own personal
refer to a single action. In experiences.
general, simple tenses express - You can connect your background
facts and situations that existed knowledge to the text you are
in the past, exist in the present, viewing. You can comprehend better
or will exist in the future. when you actively think about and
apply your knowledge of the book’s
Example: topic, your experiences, and the
Past: I cleaned my cabinet world around you.
yesterday.
Present: I clean my bedroom
every day.

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 Future: I will clean my shoe
rack later.
Text-to-text
Making Connections:
-Text-to-text is a connection between
texts. Sometimes when reading,
readers are reminded of other things
that they have read, other books by
the same author, stories from a
similar genre, or perhaps on the
same topic. These types of
connections are text-to-text
connections. Readers gain insight
during reading by thinking about how
the information they are reading
connects to other familiar text. “This
character has the same problem that
I read about in a story last year,”
would be an example of a text-to-
text connection.
Example: The ending of this story is
the same from the story I read
before.
*This is an example of text-to-text
because there is connection from the
text of the two stories

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided. by demonstration of
IV. PROCEDURES learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences
and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts Text-to-self
and Practicing New Skills Making Connections:
#2 -Text-to-self connections are
highly personal connections
that a reader makes between a
piece of reading material and
the reader’s own experiences
or life. An example of a text-to-
self connection might be, "This
story reminds me of a vacation
we took to my grandfather’s
farm."
Example: I remember my high
school days as I read this story

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 *This is an example of a text-
to-self because there is
connection between the text
and to your own experience.

Text-to-world
Making Connections:
- - Text-to-world connections
are the larger connections that
a reader brings to a reading
situation. We all have ideas
about how the world works
that goes far beyond our own
personal experiences. We learn
about things through
television, movies, magazines,
and newspapers. Often it is the
text-to-world connections that
teachers are trying to enhance
when they teach lessons in
science, social studies, and
literature. An example of a
text-to-world connection would
be when a reader says, "I saw
a program on television that
talked about things described
in this article."
Example: She read from the
news that there is an increase
number of individuals tested
positive of COVID19.
*This is an example of text-to-
world because there is a
connection between the text
and the real scenario in the
world.
F. Developing Mastery Read the sentences and Try this one! Make connections
with the information in the picture
(Leads to Formative identify what tense of verb from your own personal
Assessment 3) is used. experience. If you can recall
1. The man walks with his anything as you view write I
connect, but if you cannot recall
dog everyday. anything write I cannot connect.
______________
2. My mother cooked
chicken adobo yesterday.
______________
3. He will pour honey on
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 his “salabat” later.
______________
4. Her sister bakes
chocolate cake every once
in a while. ____________
5. They talk so loud when
they discuss pandemic
issues. ____________

A. Finding Practical What will happen to the verb if it Let us process what you have
is used in the present tense? learned.
Applications of Concepts
There are strategies in making
and Skills in Daily Living connections namely:
(it will either be in the S-form or ______________ - is a connection
base form) between texts. Sometimes when
What will happen to the verb if it reading, readers are reminded of
is used in the past tense? (-d or other things that they have read,
–ed will be added to the base other books by the same author,

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 form) stories from a similar genre, or
perhaps on the same topic.
_______________ - connections are
What clue can lead you to the larger connections that a
identify the tense of verb used in reader brings to a reading
the sentence? situation. We all have ideas about
The time expressions in the how the world works that goes far
sentences help in identifying the beyond our own personal
tense of verb. experiences. We learn about things
through television, movies,
magazines, and newspapers.
______________ - connections are
Examples: highly personal connections that a
1. The principal talks on reader makes between a piece of
administrative concerns during reading material and the reader’s
own experiences or life.
the meeting.
(during the meeting is an
example of time expression for
present tense)
2. She cooked Pancit Molo last
weekend.
(last weekend is an example of
time expression for past tense)
3. The female teachers will
dance “Seńorita” in next month’s
affair.
(next month is an example of
time expression for future
tense.)

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
V. PROCEDURES the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
B. Making What have you leaned in our What have you leaned in our new lesson What have you leaned in our new lesson
Generalizations and new lesson for today? for today? for today?
Abstractions about
the Lesson

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C. Evaluating Learning Identify the correct Read the story and make connections as you fill
in the chart below.
tense of verb that will Boy,
complete each
The “Balut” Vendor
sentence. Write your (by:Anna Marie E. Velano)
answer on a separate
sheet of paper. There was once a poor family lived in a slum
area in Iloilo City. The father is a balut vendor
1. The pupils (learned, and the mother is a housewife. One day, the
learn, will learn) to father got sick and Boy being the eldest of seven
siblings had to do the task of his father. Boy
avoid junk foods after started selling “balut” every after school in the
their symposium last nearby barangays. Boy usually got home late
and very tired, but he never missed school.
week. Teacher Anna, Boy’s adviser got pity of him and
she started giving Boy some foods and some
penny.
2. The news reporter After a year of struggles and hardships Boy
(delivered, delivers, successfully graduated in elementary. His
family is very proud and thankful to him. Boy
will deliver) the news continued to sell balut as he continued high
school and he still got support from his teachers
because of his good values and attitudes.
clearly every morning.
3. Many (shouted,
shout, will shout) in After reading a story, write about how the story
applause after hearing is similar or different from your own life by
using the questions in the chart.
the voices of the
Filipino singers last
Sunday.

4. My brother and I
(visited, visit, will
visit) our farm next
month.
5. Maria and Anna
(prepared, prepare,
will prepare) native
delicacies tomorrow.
D. Additional
Activities for
Application or
Remediation

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VI. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
VII. REFLECTION help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
M. Ponce- M. Ponce- M. Ponce- M. Ponce- M. Ponce-
A. No. of learners who earned 80% A. Bonifacio- A. Bonifacio- A. Bonifacio- A. Bonifacio- A. Bonifacio-
in the evaluation
J.P. Rizal- J.P. Rizal- J.P. Rizal- J.P. Rizal- J.P. Rizal

B. No. of learners who require

additional activities for
remediation

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

work well? Why did these work?

F. What difficulties did I encounter

which my principal or
supervisor can help me solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?

Prepared by: Checked by: Noted:

ALEXANDRA H. DE VEGA LARRY G. CANUTO MA. TERESA T. JAVIER

Teacher I Master Teacher I Principal III

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