School: For more templates go to www.teachershq.

com Grade Level: VI

GRADES 1 to 12
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and
Time: DECEMBER 12 – 16, 2016 (WEEK 6) Quarter: 3RD QUARTER

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
Content Standards
Performance Standards
Learning Infer the mood of certain Identify adverbs in a Use the degree of comparison Differentiate adjective from Organize one’s thoughts in
Competencies/Objectives events through the speaker’s sentence/ paragraph. of adverbs adverbs writing resume
actions/ intentions/utterances
II. CONTENT Make inferences Use Adverbs Organize one’s thoughts in
writing
LEARNING RESOURCES
References
Teacher’s Guides PELC Listening 8.1 PELC Speaking 10 PELC Speaking 10.1 PELC Speaking 10.2 PELC Writing 10.3
Learner’s Material pages English for You & Me-Reading English for You & Me- English for You & Me- English for You & Me-Language English for You & Me-Reading
pp.155-160 Language Language pp. 138-143 pp.
pp. 133-137 pp. 146-149
Textbook Pages
Additional Reference from
Learning Resource

Other Learning Resources Strips of paper, pictures
III. PROCEDURES
Reviewing previous lesson 1. Spelling drill # 1
or presenting the new 2. Say: Why do you think God
lesson allowed us to be in this world?
(The teacher will be expecting
the word “mission” from the
pupils)
Establishing a purpose for Flash different kinds of people
the lesson like soldiers, heroes, teachers,
and doctors etc. and allow the
pupils express their own ideas
about these people.
Presenting As you listen to the story, try
Chart, worksheets Chart, worksheets
Spelling dril1l # 2 Spelling drill # 3
Ask the pupils to read Group the pupils into 8 and
group of words on the ask them to list 3 verbs,
board. adjectives or verbs then think
of an adverb which is suited to
them. Write their phrases on
metacards.
Allow the pupils to Have the pupils post their
Chart, worksheets
Spelling drill # 4
Flash the words using
metacards.
Let the pupils use one word to
Chart, worksheets
Spelling drill # 5 (All words)
Group the pupils into 8, give
the strips of paper and let
them rearrange the jumbled
letters to form the word;
resume.
Show a sample of resume
examples/instances of the
new lesson
Discussing new concepts
and practicing new skill #1
Discussing new concepts
and practicing new skill #2
Developing mastery (Leads
to Formative Assessment)
Finding practical
applications of concepts
and skills in daily living
Making generalizations and
abstractions about the
lesson
Evaluating learning
Additional activities for
application or remediation
to note the different moods of
each character.
Read to the class the story,
“My Hero” Reading pp. 155-
157 after unlocking of words
on p. 158-159
Answer the comprehension
check. P. 159
Flash the strips of paper with
utterances from the story and
allow the pupils recognize the
mood expressed by each
character.
Say: It is very important that
we are cautious of what
people around us feel and
mood based from their
actions, intentions or
utterances.
What is inferring of mood?
Directions: Identify the mood
being expressed by each of
the following characters. ( See
the teacher’s chart)
For those pupils who got 74%
and below, the teacher has
prepared activity that will
make the pupils understand
the concept of the lesson
recognize ADVERBS from
the sentences written on
the strips of cartolina.
Talk about words that
describe verbs, adjectives
and adverbs.
Have the pupils answer
activities from the chart.
Direction: Pick out the
adverb in each sentence.
Direction: Read the
following sentences. Fill in
the blanks with the correct
adverbs.
What do adverb modifies?
Directions: Underline the
adverb and draw an arrow
to the word it modifies in
each sentence.
See chart.
For those pupils who got
74% and below, the
teacher has prepared
activity that will make the
pupils understand the
concept of the lesson
outputs on the board and ask
them to read their work.
Discuss degree of comparison
of adverbs
Have the pupils answer
activities from the chart.
Direction. Compare the
following given words using
adverbs.
Direction: Complete the
sentences in the worksheets
by using the correct degree of
adverbs.
.
How adverbs are used to
compare verbs, adjectives and
adverbs.
Directions: Choose the correct
degree of comparison of
adverbs.
For those pupils who got 74%
and below, the teacher has
prepared activity that will
make the pupils understand
the concept of the lesson
describe noun and the same
word to modify an action.
Discuss how a word becomes
adjective and how it becomes
adverbs.
Give another example.
Discuss further.
Direction. Tell if the word is
used as an adjective or as an
adverb.
Direction: Accomplish the
worksheets in your group.
When a word becomes
adjective? When it becomes an
adverb?
Directions: Identify if the
underlined word is used as an
adjective or as adverb.
For those pupils who got 74%
and below, the teacher has
prepared activity that will
make the pupils understand
the concept of the lesson
Allow the pupils complete the
information being asked in
the chart.
Discuss what is resume.
Answer the resume in the
chart.
Everyone must be honest in
giving personal information
when writing a resume.
What are the important thing
to remember when we are
writing a resume?
Directions: Complete the
details in the worksheet.
For those pupils who got 74%
and below, the teacher has
prepared activity that will
make the pupils understand
the concept of the lesson
IV. REMARKS

V. REFLECTION
No. of learners who earned
80% on the formative
assessment
No. of learners who require
additional activities for
remediation
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

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