Grades 6 School MAYA ES Grade Level VI

DAILY LESSON LOG Teacher EVA M. CORVERA Learning Area ENGLISH

Teaching Dates and Time NOV. 22, 2018, 8:30-9:30 AM Quarter 3

(ANNOTATIONS)
I. OBJECTIVES -PPST INDICATORS/ KRA OBJECTIVES/RUBRIC
INDICATORS TO BE OBSERVED DURING THE
CLASSROOM OBSERVATION
A. Content Standards Demonstrates understanding that reading a wide range of
texts provides pleasure and avenue for self-expression and
personal development.
B. Performance Standards Uses literal information from texts to aptly infer and predict
outcomes.
C. Learning Competencies/ Objectives Knowledge: Note significant details of informational texts, PPST MODULE 7
Write the LC code for each. (ENGRC-IId-5.5) KRA 3, OBJ. # 7
Skill: Perform the assigned tasks following the given house MT I-IV RUBRIC, INDICATOR 5
rules/standards/guidelines. -Plans, manages and implements
Attitude: Show tactfulness when communicating with others, developmentally sequenced teaching and
(ENGA-IId-17) learning processes to meet curriculum
requirements through various contexts.
MOV--- Knowledge, skill and attitude or KSA is
applied in lesson planning objectives in order
to meet curriculum requirements based on the
Curriculum Guide/CG. Parts of the DLP are
based on the PPST Modules.
II. CONTENT/TOPIC Noting Significant Details of Informational Text

II. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages English CG for Grade 6 page 130
2. Learner’s Materials pages
3. Textbook pages Across Boarders through Language 6 pages 128-129
Into the Future: Science & Health 6 page 94
4. Additional Materials from Learning Resource
(LR) portal
 B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting the
new lesson
B. Establishing a purpose for the
lesson/Motivation/Motive Questions
Pictures
Smart TV, laptop, power point presentation, cartolina, realia
like perfume, cigarette and lighter
Review: Noting Details of a Story Read
-What interrogative words or question words do we use when
we want to know the details of a story read or listened to?
Unlocking of Difficulties:
--Show and read briefly the meaning of an informational text.
Identify the meaning of the underlined words from the
choices given:
1. Air pollution has crept into every aspect of our lives
and has grown at alarming effect.
2. We don’t have to look far to find the culprit.
3. At home, the garbage we disposed improperly emits a
foul smell and contributes a fair share of pollutants.
4. Unless we are vigilant about our environment we will
soon find ourselves suffocating.
5. One way is to put our garbage in covered trash
receptacles.
-has spread or grown over -watchful
-one guilty of fault -containers
-ejects
*GUESSING GAME/PREDICTING OUTCOMES
Ask: Can you guess what is inside the bag?
When I spray this around, what do you think will
happen?
Can you guess again what is still inside the bag?
What do you think will happen if I light this cigarette
with this lighter?
PPST MODULE 2
MT I-IV RUBRIC, INDICATOR 2
-Applies a range of teaching strategies that
enhance learner achievement in literacy and
numeracy skills.
MOV---Literacy in giving and understanding
the meaning of words is shown during the
Unlocking of Difficulties.
PPST Module1
KRA 1, OBJ. # 1
MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and
across curriculum teaching areas.
MOV---Science integration is visible in the text
content found in the Unlocking of Difficulties.
PPST MODULE 9
KRA 3, OBJ. # 9
-Selects, develops, organizes and uses
appropriate teaching and learning resources,
including ICT, to address learning goals.
MOV---The difficult words and their meaning
are clearly written using ICT. Words in
sentences/ contexts are viewed through power
point presentation.
PPST MODULE 9
KRA 3, OBJ. # 9
-Selects, develops, organizes and uses
appropriate teaching and learning resources,
including ICT, to address learning goals.
MOV---The use of realia like perfume and
cigarette will be an effective Teaching Learning
Resource in motivating the learners.

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
What do you think will happen to me if I smoke a
cigarette for a long time?
Is this kind of air good to breathe? Why?
*Throw questions to pupils and lead them to arrive in the
correct word, Air Pollution.
Present the following questions:
-What is air pollution?
-Why do you think there is so much air pollution in urban
places than in rural places?
- How are urban areas different to rural areas?
Present pictures about air pollution in slides and talk about
it.
Ask: What can you say about each picture?
How will you describe each picture?
To where do you think each picture belongs? Rural or
urban?
Presenting the informational text through power point .
*First reading- Silent reading of the selection in 2 minutes for
understanding and noting of the important details.
PPST Module1
KRA 1, OBJ. # 1
MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and
across curriculum teaching areas.
MOV---English Language integration is
observable in the manner of questioning, such
as predicting outcomes and identifying cause
and effect relationship. Science integration is
also observable in the content of the questions
given.
PPST Module1
KRA 1, OBJ. # 1
MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and
across curriculum teaching areas.
MOV--- Science and Araling Panlipunan
integrations are also observable in the
questions given.
PPST MODULE 9
KRA 3, OBJ. # 9
-Selects, develops, organizes and uses
appropriate teaching and learning resources,
including ICT, to address learning goals.
MOV---The pictures are presented through the
use of slides in power point presentation.
PPST Module1
KRA 1, OBJ. # 1
MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and
across curriculum teaching areas.
MOV---Integration of English Grammar such as
descriptive words or adjectives is observable.
PPST MODULE 9
KRA 3, OBJ. # 9
-Selects, develops, organizes and uses
appropriate teaching and learning resources,
 *Second Reading- Oral reading of the selection in 2 minutes
for correct pronunciation.
F. Developing mastery (leads to Formative Noting the significant details of the informational texts
Assessment 3) about air pollution.
1. What is the selection about?
2. In your own words, what is air pollution?
3. Base on the information given, what are the causes of
air pollution?
4. How does air pollution affects us?
5. How can you as an individual help in the prevention
of air pollution?
6. Why do we need to prevent air pollution?
G. Finding practical applications of concepts and Group Activity (4 groups)
skills in daily living -Each group chooses a leader to facilitate the task to be done.
-House rules/standards/guidelines are set for the group to
follow.
-Rating of each group presentation is based on a rubric.
-Each group is given 15 minutes to plan on what to do on the
task given.
-Each group is given only up to 3 minutes to present their
work.
Group tasks:
How to prevent air pollution?
1. Group 1-Express your answers through a poem.
2. Group 2-Illustrate the solution through a poster.
3. Group 3-Share your ideas through a song.
including ICT, to address learning goals.
MOV---The selection is presented through the
use of slides in power point presentation.
PPST MODULE 3
KRA 1, OBJ. # 3
MT I-IV RUBRIC, INDICATOR 2
-Applies a range of teaching strategies to
develop critical and creative thinking, as well
as higher-order thinking skills.
MOV---The questions presented in the
Formative Assessment are arranged from
lower level to higher level thinking skills.
PPST Module1
KRA 1, OBJ. # 1
MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and
across curriculum teaching areas.
MOV---Health and Value integrations are
included in the content of the questions
presented such as being helpful in order to
prevent air pollution and why do we need to
prevent air pollution.
PPST MODULE 5
KRA 2, OBJ. # 5
MT I-IV RUBRIC, INDICATOR 4
-Manages learner behaviour constructively by
applying positive and non-violent discipline to
ensure learning-focused environment.
MOV---To avoid and prevent misbehaviour,
house rules/ standards/guidelines are set
before doing the activity.
MOV---Learners are given positive feedback
after each group presentation.
PPST MODULE 6
KRA 2, OBJ. # 6
-Uses differentiated, developmentally

H. Making generalizations and abstractions about
the lesson
4. Group 4-Show your thoughts by presenting a role
play.
House Rules/Standards/Guidelines:
(Follow the mnemonic/memory device.)
G- Give thoughtful feedback
R- Respect others & their thoughts
O- On task all the time
U- Use soft voices
P- Participate actively
S- Stay with your group
Rubrics in Participation/Group Activities:
POINTS INDICATORS
5 -Shows eagerness and cooperation to do the
task, participate actively, do great help to the
group
4 -Shows eagerness and cooperation to do the
task, good followers only
3 -Participated but late, with teacher’s supervision
2 -Activity was done but does not show eagerness
to participate or cooperate
1 -No interest in participating the activities
Special Reminders to pupils before doing the activity:
Be tactful in dealing with others.
Group Presentations
- 3 minutes only for each group presentation
(Learners are given utmost recognition in the task they are
presented.)
Ask:
1. What do you look for in an informational text when
noting significant details?
2. Did you follow the given house rules when
performing the task given to you?
appropriate learning experiences to address
learners’ gender, needs, strengths, interests
and experiences.
MOV---The learners are given differentiated
activities according to their strengths and
interests.
MOV---By applying differentiated activities,
learners are ensured of their active
participation.
PPST MODULE 4
KRA 2, OBJ. # 4
MT I-IV RUBRIC, INDICATOR 3
-Manages classroom structure to engage
learners, individually or in groups in
meaningful exploration, discovery and hands-
on activities within a range of physical learning
environments.
MOV---The utilization of learning environments
such as study area outside the classroom and
the room structuring arrangement for group
activity purposes is observed.
PPST MODULE 10
KRA 4, OBJ. 10
Designs, selects, organizes and uses diagnostic,
formative and summative assessment
strategies consistent with curriculum
 3. Did you show tactfulness with your fellow group requirements.
members as you communicate with each other in MOV—Formative questions are raised to
carrying the task given to you? learners to diagnose how far they have learned
or if the objectives of the lesson are carried.
I. Evaluating learning *Let us now evaluate your knowledge in identifying significant PPST MODULE 10
details from the informational text you read a while ago about KRA 4, OBJ. 10
air pollution. -Designs, selects, organizes and uses
diagnostic, formative and summative
Evaluation: assessment strategies consistent with
Identify the significant details from the informational text curriculum requirements.
read about air pollution. Choose your answers from the MOV---The use of formative assessment
choices provided below. consistent with curriculum requirements is
followed in order to interpret the result of the
1. What has crept into every aspect of our lives and has learners’ progress.
grown at alarming rate?
2. What emits a foul smell and contributes a fair share PPST MODULE 11
of pollutants? KRA 4, OBJ. 11
3. What would be the effect of air pollution? Monitors and evaluates learners’ progress and
4. Where should we put our garbage? achievement using learners’ attainment data.
5. How could we have a sure supply of oxygen? MOV—Results of evaluation are monitored
and reflected on the Learners’ Data in order to
-Plant trees support and assess learners’ progress and
-Lack of clean air achievement. Results are interpreted so as to
-Air pollution determine if the lesson needs remediation,
-Covered trash receptacles enrichment or re-teaching.
-Garbage

*Checking of answer sheets and submission of papers for

recording is done right away after the test to interpret the
result of the learners’ progress.
J. Additional activities for application or Assignment: PPST Module1
remediation -Note at least 3 significant details from the informational texts KRA 1, OBJ. # 1
below. MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and
People generate waste as they perform their daily task. With across curriculum teaching areas.
higher population the more waste is produced. MOV--- Science integration is observable in the
content of the informational text given as an
The waste comes in various forms. They maybe waste assignment.
 produced from packaging materials, vegetable peelings,
sewage among many others. People keep on producing
wastes.

Waste pile up and come in contact with air and water. As

this happens, water and air become polluted.

You can help the environment clean by recycling wastes.

Household waste can be grouped or segregated into
biodegradable and non-biodegradable.
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?

Prepared by:

EVA M. CORVERA
Master Teacher 2