DLL Q3 W9

GRADE 6 School: CAIGANGAN ELEMENTARY SCHOOL Grade Level: VI
DAILY LESSON LOG Teacher: MARK CHRISTOPHER ROI P. MONTEMAYOR Learning Area: ENGLISH
Teaching Dates and
Time: JANUARY 7 – 11, 2019 (WEEK 9) Quarter: 3RD QUARTER
WEEK 9 MONDAY
I. OBJECTIVES
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 materials to serve
learning needs in meeting a wide range of life’s purposes.
B. Performance Standards OL- (Oral Language)
The learners demonstrate understanding of various verbal elements in orally communicating information
The learners prepare for and participate effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing
their own clearly and persuasively
C. Learning Competencies/Objectives Present a coherent, comprehensive report on differing viewpoints on an issue
Write for the LC code for each EN6OL-IIIj-1.19

II. CONTENT -describe key information of a text from a prescribed viewpoint
-discuss the importance of viewpiont of a selected text
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide/Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Learning Resource The Three Little Pigs
(LR) portal http://shortstoriesshort.com/story/the-three-little-pigs/
http://www.surlanefairytales.com/threepigs/
B. Other Learning Resources Copy of the short story
The Three Little Pigs
Short film
song
IV. PROCEDURES
A. Review previous lesson or presenting the new What are the parts/elements of a Story?
lesson
(Character, Setting, Plot, Climax, Ending)
B. Establishing a purpose for the lesson Class look at the pictures, in which story have you seen these photos? (The Three Little Pigs)
A. C.
Picture A is made of what kind of material/s?

Picture B is made of what kind of material/s?
B. Picture C is made of what kind of material/s?
Can you summarize in one sentence the story according to your own understanding?
Unlocking of Difficulties
Give the meaning of each underlined words by the clues given within the sentence.
1. He chased the two pigs and they ran and hid in their houses
2. The frightened little pigs ran to the third pig’s house made of bricks because they were terrified.
3. The pigs were tender juicy meals for the fox because he thinks of them as sumptuous meal.
C. Presenting examples/instances of the new (Standard in Oral Reading must be observed)

lesson
Present the story.

Once upon a time there were three little pigs. One pig built a house of straw while the second pig built his house with sticks. They built their houses very quickly and
then sang and danced all day because they were lazy. The third little pig worked hard all day and built his house with bricks.
A big bad wolf saw the two little pigs while they danced and played and thought, “What juicy tender meals they will make!” He chased the two pigs and they ran and
hid in their houses. The big bad wolf went to the first house and huffed and puffed and blew the house down in minutes. The frightened little pig ran to the second
pig’s house that was made of sticks. The big bad wolf now came to this house and huffed and puffed and blew the house down in hardly any time. Now, the two little
pigs were terrified and ran to the third pig’s house that was made of bricks.
The big bad wolf tried to huff and puff and blow the house down, but he could not. He kept trying for hours but the house was very strong and the little pigs were
safe inside. He tried to enter through the chimney but the third little pig boiled a big pot of water and kept it below the chimney. The wolf fell into it and died.
The two little pigs now felt sorry for having been so lazy. They too built their houses with bricks and lived happily ever after.
Keyword Clouds: three little pigs and the big bad wolf, three little pigs illustrations, 3 pigs and a wolf, three little pigs sequencing, three little pigs children
story, three little pigs online, three little pigs original story, 3 little pigs short story
D. Discussing new concepts and practicing new Comprehension Check-up

skills #1 Who are the characters of the story?
Where did the story happen?
What is the most exciting part of the story?
What can you say about the Three little pigs? First pig, Second Pig and the Third Pig.
How you judge the wolf? Is he really a bad wolf?
E. Discussing new concepts and practicing new Investigative work with a partner using venn diagram. Comparing and contrasting select characters of the story.
skills #2
Third Pig Wolf
The third Both of them The Wolf

pig is wise are determined strong
He is calm. They can He is furious
stand on
their own
F. Developing mastery (Leads to formative Ask learners to discuss their venn diagram, Cite their opinions how bad is the wolf, differentiate the three little pigs in their own words.
assessment)
G. Finding practical/applications of concepts and Group Activity:
skills in daily living If you were to choose which kind of house from the three little pigs are you going to build?
Justify your answer.
(Show openness to criticism)

H. Making generalizations and abstractions about Why is it important to view the facts before giving judgement?
the lesson
I. Evaluating learning  Choose one question and, in each of the character columns, record how each character might respond to the question.

 For example:

Do you think you did anything wrong in this situation?
 Pigs’ response: No, we were just minding our own business in our houses.
 Wolf’s response: I was just looking for some food. I can’t help it if I’m hungry.
J. Additional activities for application or Writing Center

remediation Have students write a review of The True Story of the 3 Little Pigs. Remind them that they should use the evaluating strategy to make judgments about the story.
Have students read their reviews to a partner and discuss.
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?
Teaching Dates and
WEEK 9 TUESDAY
I. OBJECTIVES
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 materials to serve
learning needs in meeting a wide range of life’s purposes.
B. Performance Standards OL- (Oral Language)
The learners demonstrate understanding of various verbal elements in orally communicating information
The learners prepare for and participate effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing
their own clearly and persuasively
C. Learning Competencies/Objectives Present a coherent, comprehensive report on differing viewpoints on an issue
Write for the LC code for each EN6OL-IIIj-1.19

II. CONTENT -describe key information of a text from a prescribed viewpoint
-discuss the importance of viewpiont of a selected text
A. References
3. Textbook Pages
4. Additional Materials from Learning Resource The Three Little Pigs
(LR) portal http://shortstoriesshort.com/story/the-three-little-pigs/
http://www.surlanefairytales.com/threepigs/
B. Other Learning Resources Copy of the short story
Short film
song
IV. PROCEDURES
A. Review previous lesson or presenting the new Sing a song
lesson
Who’s afraid of the big bad wolf?
B. Establishing a purpose for the lesson Film Showing

C. Presenting examples/instances of the new Once upon a time when pigs spoke rhyme
lesson And monkeys chewed tobacco,
And hens took snuff to make them tough,
And ducks went quack, quack, quack, O!
THERE was an old sow with three little pigs, and as she had not enough to keep them, she sent them out to seek their fortune. The first that went off met a man
with a bundle of straw, and said to him:
‘Please, man, give me that straw to build a house.’
Which the man did, and the little pig built a house with it. Presently came along a wolf, and knocked at the door, and said:
‘Little pig, little pig, let me come in. To which the pig answered:
‘No, no, by the hair of my chiny chin chin. The wolf then answered to that:
‘Then I’ll huff, and I’ll puff, and I’ll blow your house in.
So he huffed, and he puffed, and he blew his house in, and ate up the little pig.
The second little pig met a man with a bundle of furze and said:
‘Please, man, give me that furze to build a house.’
Which the man did, and the pig built his house. Then along came the wolf, and said:
‘Little pig, little pig, let me come in.’
‘No, no, by the hair of my chiny chin chin.’
"Then I’ll huff, and I’ll puff, and I’ll blow your house in.’
So he huffed, and he puffed, and he puffed, and he huffed, and at last he blew the house down, and he ate up the little pig.
The third little pig met a man with a load of bricks, and said:
‘Please, man, give me those bricks to build a house with.’
So the man gave him the bricks, and he built his house with them. So the wolf came, as he did to the other little pigs, and said:
‘Little pig, little pig, let me come in.’
‘No, no, by the hair of my chiny chin chin.’
‘Then I’ll huff, and I’ll puff, and I’ll blow your house in.’
Well, he huffed, and he puffed, and he huffed and he puffed, and he puffed and huffed; but he could not get the house down. When he found that he could not, with
all his huffing and puffing, blow the house down, he said:
‘Little pig, I know where there is a nice field of turnips.
‘Where?’ said the little pig.
‘Oh, in Mr Smith’s Home-field, and if you will be ready tomorrow morning I will call for you, and we will go together, and get some for dinner.’
‘Very well,’ said the little pig, ‘I will be ready. What time do you mean to go?’
‘Oh, at six o’clock.’
Well, the little pig got up at five, and got the turnips before the wolf came (which he did about six), who said:
‘Little pig, are you ready?’
The little pig said: ‘Ready! I have been and come back again, and got a nice potful for dinner.
The wolf felt very angry at this, but thought that he would be up to the little pig somehow or other, so he said:
‘Little pig, I know where there is a nice apple tree.
‘Where?’ said the pig.
‘Down at Merry-garden,’ replied the wolf, ‘and if you will not deceive me I will come for you at five o’clock tomorrow. and get some apples.’
Well, the little pig bustled up the next morning at four o’clock, and went off for the apples, hoping to get back before the wolf came; but he had further to go, and had
to climb the tree, so that just as he was coming down from it, he saw the wolf coming, which, as you may suppose, frightened him very much. When the wolf came up
he said:
‘Little pig, what! are you here before me? Are they nice apples?’
‘Yes, very,’ said the little pig. ‘I will throw you down one.’
And he threw it so far, that, while the wolf was gone to pick it up, the little pig jumped down and ran home. The next day the wolf came again, and said to the little
pig:
‘Little pig, there is a fair at Shanklin this afternoon, will you go?’
‘Oh yes,’ said the pig, ‘I will go; what time shall you be ready?’
‘At three,’ said the wolf. So the little pig went off before the time as usual, and got to the fair, and bought a butter-churn, which he was going home with, when he
saw the wolf coming. Then he could not tell what to do. So he got into the churn to hide, and by so doing turned it round, and it rolled down the hill with the pig in it,
which frightened the wolf so much, that he ran home without going to the fair. He went to the little pig’s house, and told him how frightened he had been by a great
round thing which came down the hill past him. Then the little pig said:
‘Hah, I frightened you, then. I had been to the fair and bought a butter-churn, and when I saw you, I got into it, and rolled down the hill.’
Then the wolf was very angry indeed, and declared he would eat up the little pig, and that he would get down the chimney after him. When the little pig saw what he
was about, he hung on the pot full of water, and made up a blazing fire, and, just as the wolf was coming down, took off the cover, and in fell the wolf; so the little pig
put on the cover again in an instant, boiled him up, and ate him for supper, and lived happy ever afterwards.
Note about this version: Joseph Jacobs referenced one of the first print versions of the tale for his edition. The story appeared in:
Halliwell, James Orchard. Popular Rhymes and Nursery Tales. London: John Russell Smith, 1849
D. Discussing new concepts and practicing new Why couldn’t the wolf blow down the third little pig’s house?
skills #1 How did the first and second little pig survive the big bad wolf?
Why did the first and second little pig choose sticks and straw to build their houses?
How did the wolf try and get into to the brick house after huffing and puffing?
E. Discussing new concepts and practicing new Demonstrate the strategy.
skills #2
Ask two to four students to act as the wolf and pigs. (You may choose to have one or three students represent the three pigs.) Explain to students that there also
needs to be a moderator to ask the questions, and a summarizer to summarize the debate.
 Using the question previously demonstrated, have the student moderator ask the question and have each character respond.
 Explain to students that they must “become” the character and answer the question as the character would. There is no script to read from so students should just
ad-lib.
 After students answer the question, give a brief summary of their answers to demonstrate the role of the summarizer.
(Observe Politeness at all times)
F. Developing mastery (Leads to formative  Pass out a copy of the Three Little Pigs Story Map to each learner.
assessment) 
 Explain to the class that they will be answering the 5 W's about the story that you just read.
For each box, they should draw a picture illustrating the who, what, where, when, and why of The Three Little Pigs
G. Finding practical/applications of concepts and  As students work on their story maps, walk around the classroom and look at their worksheets to assess their understanding of the 5 W's.
skills in daily living
H. Making generalizations and abstractions about Activate students' prior knowledge by asking for volunteers to retell the story of The Three Little Pigs.
the lesson
I. Evaluating learning  Students are to select one fairy tale and rewrite the tale from the viewpoint of a different character or object within the tale.
J. Additional activities for application or Ask students to reflect on the meeting of the minds technique. How did it help them understand the characters? What did they like and dislike about the debates?
remediation Did it help them better understand the stories?
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?
Teaching Dates and
WEEK 9 WEDNESDAY
I. OBJECTIVES
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 materials to serve learning needs in
meeting a wide range of life’s purposes.
B. Performance Standards V (Vocabulary Development)
-The Learners demonstrate understanding that words are composed of different parts to know that their meaning changes depending in context
-The learners use strategies to decode correctly the meaning of words in isolation and in context
-context clues
-affixes and roots
-other strategies
C. Learning Infer meaning of content specific terms using

Competencies/Objectives -context clues
-affixes and roots
-other strategies
Write for the LC code for each EN6V-IIIj-12.3.3

EN6V- IIIj -12.4.1.3
EN6V- IIIj -12.4.2.3
II. CONTENT Inferring meaning of content

-context clues
-affixes and roots
-other strategies
A. References
3. Textbook Pages
4. Additional Materials from Passengers Cars
Learning Resource (LR) portal DepEd-BEAM DLP Module 8 Grade 6
pp, 97-98
B. Other Learning Resources Copy of the story
Passengers Cars
IV. PROCEDURES
A. Review previous lesson or Is it always right to judge right away without analyzing nor weighing things? Why?
presenting the new lesson
B. Establishing a purpose for Class look at the picture, do you know what is it called?
the lesson
(TRAM)
Before it is known as bus in the USA and popular to all commuters.

This is popular in the USA (United States of America)
Unlocking of Difficulties
Guess the word use the clue
_aza_d - danger
e_ong_ate_ - lengthened
C. Presenting Read the story silently.

examples/instances of the new
lesson Passengers Cars
Early railroad passenger cars were little more than stagecoaches fitted with special wheels to help them stay on the tracks. They didn’t hold many passengers, and because they made
out, they were fire harzards. They also did not hold up very well if the train came off the track or had a collision with another train.
In the United States, it wasn’t long before passenger cars were lengthened to hold more people. Late in the 1830s. Americans were riding elongated cars with double seats on either side
of a center asile. By the early 1900s, most cars were made of metal instead of wood.
Sleeping and dining cars were introduced in the United States by the early 1860s. Over the next 25 years other improvements were made, including electric lighting, steam heat and
covered vestibules that allowed passengers to walk between cars. All of these luxuries helped make railroad travel much more comfortable.
D. Discussing new concepts Study the following paragraph. Find out the correct meaning of draft by studying the context.
and practicing new skills #1 • Note the italicized word draft in the paragraph.
A strong draft had blown the window open. With a

loud clutter, it blew away the window shutter. Shivering,
Cindy got up the bed to draft a temporary replacement for the shutter until daybreak. As soon as the bank opened, she would encash the draft her mother had sent so she could buy a
good window shutter. Then she would draft her friends to help put up the shutter. She would reward her friends with a cold draft of fruit juice.
Let’s look at its

meaning by studying the context.
(1) draft – a current air
(2) draft – a plan
(3) draft – a written order for money payable to a bank
(4) draft – to select or draw money
(5) draft – to drink or something taken in.
• When we use context clues in learning the meaning of a word, we

read the words that follow it and then derive its meaning from
them or from the context.
Example:
The heavy rain muffles the loud music in the bedroom that’s why the baby’s sleep remains undisturbed.
• Which word in the sentence means “to deaden the sound of” or
“to keep down”? The word muffle means “to keep down.”
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads Context clues analysis and discussion
to formative assessment)
Give the correct answer for each given answers
1. Based on the other words in the sentence, what is the correct definition of hazards?
a. Engines
b. Risks
c. Stations
2. Based on the other words in the sentence, what is the correct definition of collision?
a. Crash
b. Race
c. Track
3. Based on the other words in the sentence, what is the correct definition of elongated?
a. wooden
b. new
c. lengthened
4. Base on the words in the sentence, what is the correct definition of vestitules?
a. passageways
b. cars
c. depots
5. Based on the other words in the sentence, what is the corrects definition of luxuries?
a. additions
b. things offering the greatest comfort
c. inventions
G. Finding Directions: Use the context clues to the sentences to find the
practical/applications of meanings of the bold faced words.
concepts and skills in daily 1. Jane was a wizard at games. She mastered them in no time and
living seldom last.
a. evil-magician
b. gifted person
c. average player
2. The holiday was so special that she was sure she’d never forget it.
The memory would be imprinted forever in her mind.
a. found
b. b.weighed
c. fixed
3. “John will believe anything anyone tells him,” his teacher said.
“He’s a very impressionable young man.”
a. easily influenced
b. unhappy
c. unintelligent
4. “Do you really think it’s prudent to spend all your money on
clothes?” his mother asked crossly.
a. foolish b. wise c. funny
5. “Your plan has merit,” Elizabeth’s father said. “Let me give it
some thought.”
a. value
b. awards
c. kindness
H. Making generalizations and A context clue is a clue or hint from the sentence that helps you to figure out words that you don’t know.
abstractions about the lesson Context clues help you figure out the meaning of a word by relating it to other words in the sentence or this simply
means that we get the meaning of a word by studying its relationship with other words in the sentence. Some clues are
more obvious than the others.
I. Evaluating learning Understanding Context Clues
Directions: For each sentence, circle the pair of words that complete
the meaning of the sentence.
1. Their profits have been __________, and they wish to __________ their
situation.
a. decreasing - excuse
b. declining - remedy
c. comfortable – redness
2. Rats provide a __________ in reducing garbage, but this is

outweighed by their __________ activities.
a. help - useful
b. trouble - dynamic
c. service – harmful
3. Fact and Fancy were so _________ that no one could _________ them.
a. connected – separate
b. necessary – use
c. respected – want
4. If one is to understand the __________, one must study the _________.

a. facts – unnecessary
b. unusual – sentences
c. whole- parts
5. His father __________ him, for he realized the interest was more than
a __________ fancy.
a. encouraged – childish
b. berated – sincere
c. helped – mature
J. Additional activities for Give copies of the passage from Lesson Guide in Elementary English (Ateneo) pages 136-137
application or remediation
Don’t Dump that garbage
Look for the meaning of the underlined word
See page 137

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?
Teaching Dates and
WEEK 9 THURSDAY
I. OBJECTIVES
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 materials to serve learning needs in
meeting a wide range of life’s purposes.
B. Performance Standards V (Vocabulary Development)
-The Learners demonstrate understanding that words are composed of different parts to know that their meaning changes depending in context
-The learners use strategies to decode correctly the meaning of words in isolation and in context
-context clues
-affixes and roots
-other strategies
C. Learning Infer meaning of content specific terms using

Competencies/Objectives -context clues
-affixes and roots
-other strategies
Write for the LC code for each EN6V-IIIj-12.3.3

EN6V- IIIj -12.4.1.3
EN6V- IIIj -12.4.2.3
II. CONTENT Inferring meaning of content

-context clues
-affixes and roots
-other strategies
A. References
3. Textbook Pages
4. Additional Materials from Passengers Cars
Learning Resource (LR) portal DepEd-BEAM DLP Module 8 Grade 6
pp, 97-98
B. Other Learning Resources Copy of the story
Passengers Cars
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for the Show this word transformation to the class
lesson
ing
atio er
n
C. Presenting examples/instances of Analysis and Discussion
the new lesson
What are affixes?
An affix is added to the root of the word to change its meaning.
An Affix added to the front of a word is known as a prefix. One added to the back is known as a suffix.
PREFIX
The first man looks very friendly! I think it would be nice to spend time with him.
The second man looks unfriendly. I don't think it would be much fun to spend time with him!
We can see in the second sentence that we added the prefix "un-" to the word "friendly." This prefix "un-" means "not" or "the opposite of."
Here are more examples with the prefix "un-":
 happy ----> unhappy

 finished ----> unfinished
 believable ----> unbelievable
 acceptable ----> unacceptable
SUFFIX
The couple is getting married because they love each other very much.
That teddy bear is so cute and lovable!
We can see in the second sentence that we added the suffix "-able" to the word "love." This suffix "-able" means "capable of being" or "able to be."
So, the word lovable means something is able to be loved, or it makes you feel love for it.
Here are more examples with the suffix "-able" or "-ible" (depending on the root word):
 present ----> presentable
 comfort ----> comfortable
 depend ----> dependable
 reach ----> reachable
D. Discussing new concepts and Answer READ and Do

practicing new skills #1 Letter A on page 6 of Interactive Skillbook in English 6
E. Discussing new concepts and A.Directions: Choose the correct prefix for the following words using the prefixes in the box. The
practicing new skills #2 meaning of the word is given at the right.
ante - before
bi - both, double, twice
col-; con-; com-; - together with,
one with another
1. __________ cedent : happening before
2. __________ lingual : able to speak two languages
3. __________ mediate : used between primary and secondary.
4. __________ glottis : a thin plate of flexible cartilage in front of the glottis
5. __________ pose : to put a musical or literary work together
B.Add the correct suffix to the underlined item in each sentence. Write your answer on the
blank.
1. A person who always acts on stage is an ____________.
2. A person who manages a library is a ________________.
3. One that tells lies is a _________________.
4. A worthy student becomes a scholar and is granted full ___________.
5. A person who climbs mountains is a _________________.
F. Developing mastery (Leads to Put the word in brackets into the correct form. You will have to use prefixes and/or suffixes.
formative assessment)
1. He was sitting __________________ in his seat on the train. (comfort)
2. There was a __________________ light coming from the window. (green)
3. He was acting in a very __________________ way. (child)
4. This word is very difficult to spell, and even worse, it's __________________. (pronounce)
5. He's lost his book again. I don't know where he has __________________ it this time. (place)
6. You shouldn't have done that! It was very __________________ of you. (think)
7. He didn't pass his exam. He was __________________ for the second time. (succeed)
8. Some of the shanty towns are dreadfully __________________ . (crowd)
9. The team that he supported were able to win the__________________ . (champion)
10. There is a very high __________________ that they will be late. (likely)
G. Finding practical/applications of Ask pupils to form new word with affixes (prefix and suffix)
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning Complete the sentences by writing the correct prefix in the blank space. You can use a dictionary to help you.
dis- -in mis- re- un- under-
1. I just can't believe it! The story is _____believable!
2. No, that answer is _____correct. It is wrong.
3. Let's look at this information again. We should _____view it before the test.
4. I saw Allison just a moment ago, but now I can't find her! It seems that she _____appeared!
5. Oh, I'm sorry, I didn't hear you correctly. I _____understood you.
6. The subway does not go over the land like a normal train. It moves _____ground.
J. Additional activities for
Write at least 5 sentences using affixes.
application or remediation
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?
Teaching Dates and
WEEK 9 FRIDAY
I. OBJECTIVES
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 materials to serve learning needs in meeting a wide range of life’s purposes.
B. Performance Standards F – (Oral Fluency)
-The learners demonstrate understanding that a change in stress entails a change of meaning to evaluate the speaker’s/ author’s purpose and
meaning
-The learners use knowledge of stress and intonation of speech to appropriately evaluate the speaker’s intention, purpose and meaning
demonstrates
SS (Study Strategy Research)

- The learners understanding of library skills to research a variety of topics
-The learners utilize discrete techniques (general or specific) and applies appropriately them to all or most fields of study
C. Learning Competencies/Objectives Observe accuracy, appropriate rate and proper expressions in dialogs
Organize information from secondary sources in preparation for writing, reporting and similar academic tasks in collaboration with others
Write for the LC code for each EN6F-IIIj-3.5

EN6F-IIIj-3.2
EN6F-IIIj-3.6
EN6SS-IIIj-4
II. CONTENT Appropriate rate and proper expression in dialogues

Organizing information form secondary sources in writing
A. References
3. Textbook Pages
4. Additional Materials from Learning Resource (LR) portal Refer to Monday and Tuesday reference
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or presenting the new lesson Recall the different versions of the story the three little pigs
Ask pupils to retell the version they recall
Remind pupils to listen attentively and be polite in asking or giving their own recollection
B. Establishing a purpose for the lesson Use venn diagram to differentiate the two stories
Work with a partner

C. Presenting examples/instances of the new lesson Discuss briefly the stories with the class
After the discussion pupils will be grouped and will be asked to write a script of the story that later on will be role played giving their own
version according to their judgement.
D. Discussing new concepts and practicing new skills #1 Script Writing
(Guidelines)
1. In writing a script, consider the characters and the characteristics.

2. Make necessary dialogue based on how you understand or how you judge them in the story read.
3. Make it conversational
4. Focus on the topic/context
5. Construct a meaningful ending.
E. Discussing new concepts and practicing new skills #2
F. Developing mastery (Leads to formative assessment)
G. Finding practical/applications of concepts and skills in daily living Role playing
H. Making generalizations and abstractions about the lesson What are the essential parts of the script?
I. Evaluating learning Checking of the scripts

J. Additional activities for application or remediation Write a four-liner poem of the three little pigs
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?
DAILY LESSON LOG Teacher: MARK CHRISTOPHER ROI P. MONTEMAYOR Learning Area: ESP
Teaching Dates and Time: JANUARY 7 – 11, 2019 (WEEK 9) Quarter: 3RD QUARTER
WEEK 9 MONDAY
I.LAYUNIN
A. PamantayangPangnilalaman Naipamamalas ang pag-unawa sa kahalagahan ng pagmamahal sa bansa at pandaigdigang pagkakaisa tungo sa
maunlad, mapayapa at mapagkalingang pamayanan.
B.PamantayansaPagganap Nisasagawaang mga Gawain na may kaugnayan sa kapayapaan at kaayusan tungo sa pandaigdigang pagkakaisa
C. MgaKasanayansaPagkatuto 10.1 Naisasakilos ang pagtupad sa mga batas pambansa at paninindigan
Isulatang code ngbawatkasanayan 10.1.1 daan
10.1.2 pangkalusugan
10.1.3. pangkapaligiran
10.1.4. pag-abuso sa paggamit ng ipinagbabawal na gamot
Code: EsP6PPP-IIIh-40
II.NILALAMAN Aralin 23 Pagtupad sa Batas Para sa Kaligtasan
III. KAGAMITANG PANTURO

A.Sanggunian
1.Mga pahinasaGabayngGuro EsP - K to 12 CG p. 87
2.Mga PahinasaKagamitang Pang-Mag-aaral
3.Mga pahinasaTeksbuk
4. KaragdagangKagamitanmulasa portal ng Learning Resource tsart
B.Iba pang KagamitangPanturo
IV.PAMAMARAAN
A.Balik-Aral sa nakaraang aralin at/o pagsisimulang aralin Paano nyo maipakikita ang pag kakaisa para sa ating bansa?
B. Paghahabi sa layunin ng aralin Ilahad ang larawan.

C. Pag-uugnay ng mga halimbawa sa bagong aralin a. Ano ang nakikita ninyo sa larawan?
b. Naranasan na ba ninyong sumakay sa motorsiklo?
c. Ilan kayong sumasakay sa motorsiklo?
D. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan Ano kaya ang dapat gawin kung sasakay ka sa motorsiklo?
#1 Talakayin ang Mahalagang Kaisipan.
E. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan Ipakita ang mga larawan.
#2
F. PaglinangsaKabihasaan (Tungosa Formative Assesment 3)

G. Paglalapat ng aralin sa pang araw-araw na buhay Magkaroon ng talakayan pagkatapos makita ang larawan sa powerpoint presentation
Ano ang nakikita ninyo sa unang larawan? Sa ikalawang larawan? Sa ikatlong larawan?
Ano sa iyong palagay ang maaaring mangyari sa unang larawan? Sa ikalawang larawan? Sa ikatlong larawan?
H. Paglalahat ng Aralin Tnadaan: Maging alerto, ligtas ang may alam!
I. Pagtataya ng Aralin Magbigay ng mga dapat sundin kapag sumasakay sa bawat sasakyang na nakita sa larawan?
J. Karagdagang gawain para sa takdang-aralin at remediation Gumupit ng mga larawang nag papakita ng pag iingat sa pag sakay sa mga sasakyan.
V.MGA TALA
VI. PAGNINILAY
A.Bilang ng mag-aaral na nakakuha ng 80% sa pagtataya
B. Bilang ng mag-aaral na nangangailangan ng iba pang gawain para sa
remediation
C. Nakatulong ba ang remedial? Bilang ng mag-aaral na nakaunawa sa aralin?
D. Bilang ng mga mag-aaral na magpatuloy sa remediation?
E. Alin sa mga istrateheyang
Pagtuturo ang nakatulong ng lubos? Paano ito na katulong?
F. Anong suliranin ang aking naranasan na solusyonan sa tulong ng aking
punongguro at superbisor?
G.Anong kagamitang panturo ang aking nadibuho na nais kong ibahagi sa mga
kapwa ko guro?
WEEK 9 TUESDAY
I.LAYUNIN
A. PamantayangPangnilalaman Naipamamalas ang pag-unawa sa kahalagahan ng pagmamahal sa bansa at pandaigdigang pagkakaisa tungo sa
maunlad, mapayapa at mapagkalingang pamayanan.

A.Sanggunian
4. KaragdagangKagamitanmulasa portal ng Learning Resource tsart
IV.PAMAMARAAN
A.Balik-Aral sa nakaraang aralin at/o pagsisimulang aralin Ano ang dapat gawin upang maging ligtas sa daan.
B. Paghahabi sa layunin ng aralin Itanong:

Saan kayo bumibili ng pagkain tuwing reses?
Ano- ano ang mga itinitinda sa ating kantina?
Masusustansya ba ng mga ito?
Malinis ba ang mga kagamitan sa ating kantina? Bakit?
Sa tingin ninyo sumusunod ba sila sa batas pangkalusugan?
C. Pag-uugnay ng mga halimbawa sa bagong aralin Pangkatang Gawain
Magkakaroon ng pabilisan sa pagbuo ng picture puzzle. Ang unang pangkat na makabubuo ang siyang panalo.
D. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan Ano ang mga nabuo ninyong larawan?
#1 Tungkol saan kaya ang mga ito?
E. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan Pangkatin ang mag-aaral sa apat at ipakita ang kanilang gagawin.
#2 Unang Pangkat: Ikanta Mo!
Gumawa ng maikling awitin patungkol sa tamang pamamaraan sa paghahanda ng pagkain
Ikalawang Pangkat: Iguhit Mo!
Iguhit ang tamang kasuotan sa paghahanda ng pagkain
Ikatlong Pangkat: Ipatrol Mo!
Magbalita ng mga pangyayaring pwedeng mangyari kung hindi maayos ang paghahanda ng pagkain.
Ikaapat na Pangkat: Irampa Mo!
Irampa mo ang mga kasuotang dapat isuot ng mga naghahanda ng pagkain gamit ang mga bagay na makikita sa loob
ng silid aralan.
F. PaglinangsaKabihasaan (Tungosa Formative Assesment 3) Bigyan sila ng limang minuto para sa preparasyon at karagdagang dalawang minuto sa presentasyon.
G. Paglalapat ng aralin sa pang araw-araw na buhay Ano ang inyong natutunan sa ginawang pangkatang Gawain?
Ibigay ang inyong naramdaman habang ginagawa ito.

H. Paglalahat ng Aralin Tandaan: “Batas sa tamang paghahanda ng pagkain ay sundin upang kalusagan ay kamtin”.
I. Pagtataya ng Aralin Ipaliwanag ang tema:

“Batas sa tamang paghahanda ng pagkain ay sundin upang kalusugan ay kamtin”.
J. Karagdagang gawain para sa takdang-aralin at remediation Magkaroon ng maikling paglalahat sa nakaraang gawain.
V.MGA TALA
VI. PAGNINILAY
remediation
G.Anong kagamitang panturo ang aking nadibuho na nais kong ibahagi sa mga
kapwa ko guro?
WEEK 9 WEDNESDAY
I.LAYUNIN
A. PamantayangPangnilalaman Naipamamalas ang pag-unawa sa kahalagahan ng pagmamahal sa bansa at pandaigdigang pagkakaisa tungo sa maunlad,
mapayapa at mapagkalingang pamayanan.

A.Sanggunian

4. KaragdagangKagamitanmulasa portal ng Learning Resource powerpoint presention, videoclips https://www.youtube.com/watch?v=qWGThLVPw4o metacards, manila paper,
permanent marker at masking tape
IV.PAMAMARAAN
A.Balik-Aral sa nakaraang aralin at/o pagsisimulang aralin Bakit mahalagang alam dapat ng bawat isa ang pag papahalaga sa kalinisan ng pag hahanda ng pag kain? Anong
kabutihang dulot nito sa ating kalusugan?
B. Paghahabi sa layunin ng aralin Mag karoon ng video presentation

1. Patungkol saan ang inyong napanood?
2. Ano ang nais iparating ng inyong napanood?
3. Ano –ano ang maaaring maging epekto nito sa kalusugan ninyo? Bakit?
C. Pag-uugnay ng mga halimbawa sa bagong aralin Ipaulit ng dalawang beses ang video upang tumimo sa isipan ng mag-aaral.
D. Pagtatalakay ng bagong konsepto at paglalahad ng bagong Ibigay ang inyong kaisipan sa pinanood na video.
kasanayan #1
Makatutulong ba ito sa inyo?
E. Pagtatalakay ng bagong konsepto at paglalahad ng bagong Itanong.
kasanayan #2
Bilang isang mag-aaral, paano mo ipapakita ang pagsunod at pagtupad sa batas para sa kaligtasan at kalusugan?
F. PaglinangsaKabihasaan (Tungosa Formative Assesment 3) Gumawa ng panalangin ukol sa pagsunod at pagtupad sa batas para sa kaligtasan at kalusugan.
G. Paglalapat ng aralin sa pang araw-araw na buhay Panalangin

Hayaang maibahagi ng mga bata ang kanilang ginawa sa kapwa mag aaral upang maibahagi ang kanilang saloobin
patungkol sa aralin.
Pagtalakay ng guro sa sagot ng mga bata.

H. Paglalahat ng Aralin Ibahagi ang gintong aral na natutunan.
I. Pagtataya ng Aralin Tukuyin kung Tama o Mali ang mga sumusunod na sitwasyon. Isulat ang tamang sagot sa patlang.
____1. Nakasakay sa motor si Leo ng walang suot na helmet ngunit ang
kanyang asawa na si Nila ay nakahelmet.
____2. Pumasok si Ineng sa paaralan kasama ang kanyang dalawang
nakababatang kapatid ng nakaangkas sa motor.
____3. Si Aling Thelma ay tagaluto sa kantina. Siya ay parating nakasuot ng
gloves sa tuwing sumasandok ng pagkain.
____4. Tuwing umaga si Lerna ay laging bumibili ng inuming pampalamig na tinda sa gilid ng paaralan.
____5. Si Larry ay bumili sa paninda sa kantina. Pagkatapos niyang kumain ay inilagay na lamang niya ang pinagbalatan sa
gilid ng kanyang upuan.
J. Karagdagang gawain para sa takdang-aralin at remediation Sikaping maisagawa ang pagtatapon ng basura sa tamang lagayan at panatilihing malinis ang kapaligiran.
V.MGA TALA
VI. PAGNINILAY
remediation
C. Nakatulong ba ang remedial? Bilang ng mag-aaral na nakaunawa sa
aralin?
G.Anong kagamitang panturo ang aking nadibuho na nais kong ibahagi sa
mga kapwa ko guro?
WEEK 9 THURSDAY
I.LAYUNIN
A. PamantayangPangnilalaman
B.PamantayansaPagganap
C. MgaKasanayansaPagkatuto
Isulatang code ngbawatkasanayan THIRD QUARTERLY TEST
II.NILALAMAN
A.Sanggunian
1.Mga pahinasaGabayngGuro
4. KaragdagangKagamitanmulasa portal ng Learning Resource
IV.PAMAMARAAN
A.Balik-Aral sa nakaraang aralin at/o pagsisimulang aralin
B. Paghahabi sa layunin ng aralin

C. Pag-uugnay ng mga halimbawa sa bagong aralin
D. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan #1
E. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan #2
G. Paglalapat ng aralin sa pang araw-araw na buhay

H. Paglalahat ng Aralin
I. Pagtataya ng Aralin
J. Karagdagang gawain para sa takdang-aralin at remediation
V.MGA TALA
VI. PAGNINILAY
B. Bilang ng mag-aaral na nangangailangan ng iba pang gawain para sa remediation
F. Anong suliranin ang aking naranasan na solusyonan sa tulong ng aking punongguro at superbisor?
G.Anong kagamitang panturo ang aking nadibuho na nais kong ibahagi sa mga kapwa ko guro?
WEEK 9 FRIDAY
I.LAYUNIN
A. PamantayangPangnilalaman
B.PamantayansaPagganap
C. MgaKasanayansaPagkatuto
Isulatang code ngbawatkasanayan THIRD QUARTERLY TEST
II.NILALAMAN
A.Sanggunian
1.Mga pahinasaGabayngGuro
4. KaragdagangKagamitanmulasa portal ng Learning Resource
IV.PAMAMARAAN
A.Balik-Aral sa nakaraang aralin at/o pagsisimulang aralin
B. Paghahabi sa layunin ng aralin

C. Pag-uugnay ng mga halimbawa sa bagong aralin
D. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan #1
E. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan #2
G. Paglalapat ng aralin sa pang araw-araw na buhay

H. Paglalahat ng Aralin
I. Pagtataya ng Aralin
J. Karagdagang gawain para sa takdang-aralin at remediation
V.MGA TALA
VI. PAGNINILAY
B. Bilang ng mag-aaral na nangangailangan ng iba pang gawain para sa remediation
F. Anong suliranin ang aking naranasan na solusyonan sa tulong ng aking punongguro at superbisor?
G.Anong kagamitang panturo ang aking nadibuho na nais kong ibahagi sa mga kapwa ko guro?
DAILY LESSON LOG Teacher: MARK CHRISTOPHER ROI P. MONTEMAYOR Learning Area: MAPEH-PE
WEEK 9 MONDAY
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives Identify the different arm/ hand positions
Perform the hand/arm positions
Write for the LC code for each

II. CONTENT
A. References
3. Textbook Pages MAPEH CENTURY page 222-223
4. Additional Materials from Learning Resource (LR) portal

IV. PROCEDURES
A. Review previous lesson or presenting the new lesson Review and perform the fundamental dance positions
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the new lesson show picture of different hands/ arms positions
identify what is in the picture amplified
Kumintang
T position
Hayon- hayon
Sarok
Reverse T
D. Discussing new concepts and practicing new skills #1 Let the pupils perform each of the picture shown
E. Discussing new concepts and practicing new skills #2 Discuss the names of each hands/arms positions
G. Finding practical/applications of concepts and skills in daily living Where do we use such hands positions?
What’s the importance of doing hands positions?
H. Making generalizations and abstractions about the lesson Identify the different hands/ arms position
I. Evaluating learning Rubrics on hands/ arms positions
J. Additional activities for application or remediation

V. REMARKS
VI. REFLECTION
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.

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?
WEEK 9 TUESDAY
I. OBJECTIVES
C. Learning Competencies/Objectives Identify the different arm/ hand positions
Perform the hand/arm positions

II. CONTENT
A. References
3. Textbook Pages

IV. PROCEDURES
A. Review previous lesson or presenting the new lesson Recall the different hands/arms position
B. Establishing a purpose for the lesson Perform the hands/ arms positions by group
C. Presenting examples/instances of the new lesson
Identify the arms/ hands positions
D. Discussing new concepts and practicing new skills #1 Make a dance steps using the hands/arms positions
E. Discussing new concepts and practicing new skills #2 Performing the dance using the arms/ hands positions
G. Finding practical/applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson Give and identify the different hands/arms positions
I. Evaluating learning Rubrics on dance using hands/arms positions

V. REMARKS
VI. REFLECTION
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.

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?
WEEK 9 WEDNESDAY
I. OBJECTIVES
C. Learning Competencies/Objectives Perform basic dance steps using the hands/ arms position
Identify safety precautions in dancing

II. CONTENT
A. References
3. Textbook Pages MAPEH CENTURY page 222-223

IV. PROCEDURES
A. Review previous lesson or presenting the new lesson Review the different hands/feet dance positions
Recall the hands/ arms positions
C. Presenting examples/instances of the new lesson Present the different warm up exercise before dancing
1. Head bending
2. Neck twisting
3. Arm stretching
4. Arm circling
5. Trunk bending
6. Hip rotating
7. Half-knee bending
8. Jumping jack
9. Jogging in place
10. Inhaing-exhaling
D. Discussing new concepts and practicing new skills #1 Discuss the safety precautions in dancing
E. Discussing new concepts and practicing new skills #2 Group activity

Make a dance steps using the basic hands/arms positions and fundamental dance positions
F. Developing mastery (Leads to formative assessment) Presenting their dance steps
Giving reactions/ feedbacks on the presented dance by each group
H. Making generalizations and abstractions about the lesson What are the different hands/arms positions?
Identify the fundamental dance steps
I. Evaluating learning Rubrics in group activity

V. REMARKS
VI. REFLECTION

G. What innovation or localized materials did I use./discover which I wish to share with other
teachers?
WEEK 9 THURSDAY
I. OBJECTIVES
C. Learning Competencies/Objectives Name the Philippine Folkdances
Be familiarize with the folkdances in different places of the Philippines.

II. CONTENT
A. References
3. Textbook Pages

IV. PROCEDURES
A. Review previous lesson or presenting the new lesson
B. Establishing a purpose for the lesson Show pictures of dances in the Philippines. Let the pupils identify or name the dance
featured.
C. Presenting examples/instances of the new lesson Present videos of some dances in the Philippines.
Ask questions with regards to videos shown and compare the dances before on today’s
dances
D. Discussing new concepts and practicing new skills #1 Explain what folkdances are.
Let pupils give names of folkdances that are known to them.
E. Discussing new concepts and practicing new skills #2 Discuss the different Folk Dances
Itik-itik Maglalatik
Binasuan Pandanggo sa Ilaw
Singkil Cariñosa
Tinikling Sayaw sa Bangko
Kuratsa La Jota Manileña
G. Finding practical/applications of concepts and skills in daily living Let the pupils perform the basic steps of the folkdances discussed.
H. Making generalizations and abstractions about the lesson What is folk dance?
Give the different folkdances in the Philippines
I. Evaluating learning Identify the Philippine Folkdance described.
1. A dance with oil lamps on the head
2. Dancers perfrom dance moves on the bench
3. Dancers move like a duck wading
4. The dancer pretend to battle the latik or the coconut
5. The dance that shows the epic of Darangan using bells
J. Additional activities for application or remediation Choose one folk dance, practice the basic steps of the dance and present it tomorrow.
V. REMARKS
VI. REFLECTION

G. What innovation or localized materials did I use./discover which I wish to share with other
teachers?
WEEK 9 FRIDAY
I. OBJECTIVES
C. Learning Competencies/Objectives Perform the Philippine Folkdance

II. CONTENT
A. References
3. Textbook Pages

IV. PROCEDURES
A. Review previous lesson or presenting the new lesson Recall the folkdances discussed .
C. Presenting examples/instances of the new lesson
D. Discussing new concepts and practicing new skills #1
E. Discussing new concepts and practicing new skills #2


H. Making generalizations and abstractions about the lesson
I. Evaluating learning Perform by groups the choice of folkdance.

V. REMARKS
VI. REFLECTION

G. What innovation or localized materials did I use./discover which I wish to share with other teachers?

DLL Q3 W9

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GRADE 6 School: CAIGANGAN ELEMENTARY SCHOOL Grade Level: VI

C. Learning Competencies/Objectives Present a coherent, comprehensive report on differing viewpoints on an issue

Write for the LC code for each EN6OL-IIIj-1.19

Picture A is made of what kind of material/s?

C. Presenting examples/instances of the new (Standard in Oral Reading must be observed)

The Three Little Pigs

D. Discussing new concepts and practicing new Comprehension Check-up

The Three Little Pigs

Third Pig Wolf

The third Both of them The Wolf

(Show openness to criticism)

J. Additional activities for application or Writing Center

C. Learning Competencies/Objectives Present a coherent, comprehensive report on differing viewpoints on an issue

Write for the LC code for each EN6OL-IIIj-1.19

The Three Little Pigs

‘Please, man, give me that straw to build a house.’

‘Please, man, give me that furze to build a house.’

‘Little pig, little pig, let me come in.’

‘No, no, by the hair of my chiny chin chin.’

‘Little pig, little pig, let me come in.’

‘No, no, by the hair of my chiny chin chin.’

‘Little pig, I know where there is a nice field of turnips.

‘Where?’ said the little pig.

‘Oh, at six o’clock.’

‘Little pig, are you ready?’

‘Little pig, I know where there is a nice apple tree.

‘Where?’ said the pig.

C. Learning Infer meaning of content specific terms using

Write for the LC code for each EN6V-IIIj-12.3.3

II. CONTENT Inferring meaning of content

Before it is known as bus in the USA and popular to all commuters.

Guess the word use the clue

C. Presenting Read the story silently.

A strong draft had blown the window open. With a

Let’s look at its

• When we use context clues in learning the meaning of a word, we

2. Rats provide a __________ in reducing garbage, but this is

4. If one is to understand the __________, one must study the _________.

Look for the meaning of the underlined word

See page 137

C. Learning Infer meaning of content specific terms using

Write for the LC code for each EN6V-IIIj-12.3.3

II. CONTENT Inferring meaning of content

An affix is added to the root of the word to change its meaning.

Here are more examples with the prefix "un-":

 happy ----> unhappy

That teddy bear is so cute and lovable!

D. Discussing new concepts and Answer READ and Do

2. There was a __________________ light coming from the window. (green)

3. He was acting in a very __________________ way. (child)

9. The team that he supported were able to win the__________________ . (champion)

dis- -in mis- re- un- under-

1. I just can't believe it! The story is _____believable!

2. No, that answer is _____correct. It is wrong.

5. Oh, I'm sorry, I didn't hear you correctly. I _____understood you.

SS (Study Strategy Research)

Write for the LC code for each EN6F-IIIj-3.5

II. CONTENT Appropriate rate and proper expression in dialogues

Ask pupils to retell the version they recall

Work with a partner

D. Discussing new concepts and practicing new skills #1 Script Writing

1. In writing a script, consider the characters and the characteristics.

4. If one is to understand the __, one must study the _.