Republic of the Philippines

Department of Education
Region XII
Kidapawan City Division

DAILY LESSON LOG IN ENGLISH

Grade VI
1ST Quarter
Week 6 Day 1

I. OBJECTIVES
The learner …
A. Content Standards • Demonstrates understanding of text types to listen for
different purposes from a variety of texts
• Demonstrates understanding of non-verbal
communication to communicate with others
The learner…
B. Performance Standards • Uses linguistic cues to effectively construct meaning
from a variety of texts for a variety of purposes
• Applies knowledge of non-verbal skills to respectfully
give the speaker undivided attention and acknowledge
the message
C. Learning Infer the speaker’s tone, mood and purpose
Competencies/Objectives (EN6LC-If2.11.1 EN6LCIf2.11.2 EN6LC-If2.11.3)
Write the LC code for Observe politeness at all times (EN6A-If-16)
each Show tactfulness when communicating with others
(EN6A-If-17)
Show openness to criticism (EN6A-If-18)
II. CONTENT Author’s tone, mood, and purpose
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Activity Sheet In English 6 (Quarter 1: Week 6)
Resources Little Fox Kids. "Little Women 23: Helping the Helpless
|Level 7| By Little Fox." YouTube. December 29, 2016.
Accessed May 13, 2017.
https://www.youtube.com/watch?v=iQIBscQDWu0.
IV. PROCEDURES
A. Reviewing previous Did you enjoy your previous activities?
lesson or presenting the What do you think are other examples of tone, mood, and
new lesson purpose? Can you name some more?
B. Establishing a purpose for In this lesson, you will be listening to conversations
the lesson from the video “The Little Women”. In the conversations
you will be encountering Beth, Jo, Amy (the March
sisters) Hannah (housemaid of the Marches), Mrs. March,
and the Hummel’s (family neighbor of the Marches).
Analyze their dialogues and infer the speaker’s tone,
 mood, and purpose. Let us see how a speaker can
express his/her purpose and mood based on the tone
he/she uses.
You will be hearing each conversation three times. On
the first time that the conversation is played, your task is
to listen well and understand what they are talking about.
For the second time that you will hear the same
conversation, you are to determine the speaker’s tone,
mood, and purpose. For the last time that you hear the
conversation, you are to verify if your answers are final.
C. Presenting examples/ Play the video from
instances of the new https://www.youtube.com/watch?v=iQIBscQDWu0
lesson Task 1: Listening for Details
Answer the questions about the conversation you listened
to. Be sure to show openness in hearing your classmates’
answers.
1. Who just arrived home?
2. Who was visited?
3. What was the condition of the visited family?
4. What would you do if your neighbor were experiencing
hard times?
5. Is it right to help the helpless? Why?
6. What might probably happen if people do not help each
other especially during hard times? What made you say
so?
D. Discussing new Let’s find out more about the speaker’s tone, mood, and
concepts and practicing purpose.
new skills #1
A speaker’s tone, mood, and purpose are also revealed
via dialogues. The way a character speaks denotes his or
her tone, mood, and purpose.

Other examples of tone are evident in these dialogues.

1. “Think of happy things. It’s the same as having wings.”
(optimistic)
Peter Pan
2. “When will you realize that the more you take the less
you have?” (preaching)
Kung Fu Panda
3. “Lean on me. When you’re not strong I’ll be your friend.
I’ll help you carry on.” (inviting)
Excerpt from Lean on Me, Michael Bolton
4. “Never mind thanking me. Just spend it wisely. That's
all I ask. Although it's more than I can expect when you're
so much like your father, waltzing off to war and lettin'
other folks look after his family.” (intimidating)
Aunt March from The Little Women
5. “Don't point, Joe. He'll think you're waving at him.” (all-
knowing)
Meg from The Little Women
More examples of tone are listed on the table.
joyful scared unhappy sad foolish
optimistic arrogant mysterious worried accepting
nonchalant calm threatening peaceful evil
guilty humorous excited menacing informal
serious anxious wistful formal smart
insane reflective pessimistic depressing nervous
Other examples of mood are expressed in these
dialogues.
1. “Would one of you be able to visit the Hummel’s
tonight? I don’t feel well.” (lethargic)
2. “I would if I could but I must finish this letter to Mother.
Then, I have to write a short one to Mr. Brookes because
Mr. Laurence has an urgent message for him.”
(indifferent/buoyant)
3. “And I can’t”, said Jo forcing a cough “because I still
have this nasty cold.” (detached)
4. “But you seemed well enough to go out with Laurie this
afternoon.” (sarcastic)
5. “I’ve been going every night since Mother left, but I was
hoping that one of you could go instead just this once,”
(hopeful)

More examples of mood are listed on the table.

alarming fight sarcastic relaxed sexy
hopeful warm confining cynical indifferent
frustrated silly oppressive ominous lethargic
excited bored jealous confused fantastical
brooding cool stressed content suspenseful
energetic angry ashamed buoyant melancholy

Other examples of purpose are conveyed in these

dialogues.
1. “Amy, if you don’t stop that thumping, I’m going to
thump your head against that table soon.” (to warn)
2. “You’re so violent and rude,” (to appeal)
3. “Girls, can you keep your voices down?” (to complain)
4. “I’m just finishing a letter to Mother and I can’t
concentrate with your bickering.” (to complain)
5. “Shouldn’t you be in bed resting than down here,
anyway?” (to provoke)

More examples of purpose are listed on the table.

to indicate that a
to argue to comfort
crisis will erupt
to indicate a turn in a
to provoke to realize
scene
to warm to ask permission to indicate the final
pronouncement in an
to suggest to insist argument
to describe to persuade to convince
to affirm to appeal to assure
to joke to secure to inform
to complain to insult to motivate
E. Discussing new concepts Task 3. Name That Tone!
and practicing new skills #2 Listen to another conversation your teacher will play from
https://www.youtube.com/watch?v=iQIBscQDWu0. Be
sure to infer the speaker’s tone, mood, and purpose.
Choose your answers from the box.
TONE
nonchalant guilty irritate
convincing arrogant bossy
scared anxious calm
annoyed unhappy authoritative

1. ___________ 3. _________ 5. _________

2. ___________ 4. _________

F. Developing mastery Task 4. Name that Mood, Purpose and Tone!

(leads to Formative
Assessment 3)
Listen again to another conversation your teacher will
play from
https://www.youtube.com/watch?v=iQIBscQDWu0.
Determine the speaker’s tone, mood and purpose
present in the dialogues. Write on the first card the
tone, the mood on the second card, and the speaker’s
purpose on the last card.

G. Finding practical Task 5: What’s the Purpose?

applications of concepts Listen as your teacher plays another conversation from
and skills in daily living https://www.youtube.com/watch?v=iQIBscQDWu0. Put a
cross mark (X) in the suitable box that describes the
speaker’s purpose.

to
Beth to provoke to convince to suggest
complain
to
Meg to comfort to assure to secure
convince
to ask
Beth to insult to insist to argue
permission
H. Making generalizations
Why is it important that you can infer speaker’s tone,
and abstractions about
mood, and purpose?
the lesson
I. Evaluating learning Task 6: In a Nutshell
Listen to another conversation your teacher will play from
https://www.youtube.com/watch?v=iQIBscQDWu0.
Analyze each dialogue. Indicate in each number what is
asked in each parenthesis about each dialogue.
1. (mood) _____________ 6. (mood) _____________
2. (tone) ______________ 7. (mood) _____________
3. (purpose)___________ 8. (purpose) ___________
4. (tone) ______________
5. (tone) ______________
J. Additional activities for
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
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?