School: SAN JUAN ELEMENTARY SCHOOL
GRADES 1 to 12 Teacher: JOEL T. FERNANDEZ
DAILY LESSON
PLAN
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
II. CONTENT
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 Resources/Materials
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
Grade Level: VI
Learning Area: English
Teaching Dates 1st
and Time: July 16, 2019 Quarter: QUARTER
TUESDAY
The learner demonstrates understanding…
 of various linguistics nodes to comprehend various texts
 of different formats to write for a variety of audiences and purposes
 that words are composed of different parts to know that their meaning changes
depending in context
 of the conventions of standard English grammar and usage when writing or speaking
 of the oral standards of English in order to participate in various oral communication
demands (situation, purpose and audience)
 that English language is stress timed to support comprehension
 of the various forms and conventions of print, non-print, and digital materials
 of non-verbal communication to communicate with others
The learner…
 analyzes text types to effectively understand information/ message(s)
 uses linguistic cues to appropriately construct meaning from a variety of texts for a
variety of purposes
 drafts texts using appropriate text types for a variety of audiences and purposes
 uses strategies to decode correctly the meaning of words in isolation and in context
 uses the correct function of nouns pronouns, verbs, adjectives, and adverbs in general
and their functions in various discourse (oral and written)
 prepares for and participates effectively in a range of conversations and collaboration
with diverse partners, building on others’ ideas and expressing their own clearly and
persuasively
 reads with sufficient accuracy and fluency to support comprehension
 evaluates effectively the message constructed and conveyed in various viewing texts
 applies knowledge of non-verbal skills to respectfully give the speaker undivided
attention and acknowledge the message
Determine tone, mood, and purpose of the author.
(EN6 RC-Ic-6.5, 6.6, 6.7)
Reading: The Lion and the Mouse
Skill: Determining the Tone, Mood and Purpose of the Author
K-12 Curriculum Guide 6 p.125
Activity Sheet in English 6 (Q1, W3, D1) pp. 3-8
Essential English 6 p.21-24
K to 12 Curriculum in English Language Arts
flashcards, charted lesson, power point, worksheets
A. Preliminary Activities:
1. Drill:
Analyze the sound devices (onomatopoeia, alliteration, assonance)
2. Review:
Analyze the poem elements (rhymes, sound devices, imagery and figurative
language)
Pre-Reading
B. Priming/Oral Language Activity:
Let the pupils read the following words:
Affectionate bewildered crushed
Calm harsh satisfied
Bitter disappointed tense
Optimistic warm frustrated
Relaxed silly comic
Scholarly frustrated excited
 Relaxed silly

C. Presenting examples/ instances of Unlocking of Difficulties:

the new lesson Give the meaning of the underlined word through context clues.

1. The horse is admired by many because of his shiny mane.

a. skin b. hair c. legs d. nose

2. While the cat was sleeping, she felt a thug on her tail, and drowsily lifting up her
paw.
a.

3. growl

4. pattered

5. triumph

Motivating Question
When was the last time you did something good to others? What kind of good deed is
that? Did you expect something in return?

Motive Question
After reading/listening to the story, you must be able to answer this question:
How did the lion and the mouse help each other?

D. Discussing new concepts and During Reading

practicing new skills #1 The teacher will read the story aloud using DRTA.

The Lion and the Mouse

by Aesop
One day after a big meal, a great lion fell asleep at the door of his cave. As
he was dreaming of all kinds of good things, he felt a thug at his mane and
drowsily lifting up a paw, caught a little mouse.
“Grrrr,” growled the lion. “What are you doing in my mane? I’ll eat you up.”
“Oh, please, your majesty,” squeaked the mouse. “Please spare me. I had no
idea you were a lion. I thought you were a haystack and I was looking for some
nice hay for my nest. If you forgive me, and let me go, I’ll repay you some day.
One good turn deserves another.”
Some days later, a party of hunters were looking for lions to put into the zoo.
They saw his huge tracks, caught him, and threw a big net over him while they
hurried off to bring back a cage…
The lion roared in anger and the jungle shook with his growls.
The little mouse heard it and said, “I know that voice.” And off he pattered at
full speed in the direction of the roars. He found the lion tugging at the ropes of the
net and making as much noise as a thunderstorm.”
“Shhhh,” said the mouse. “Keep still and I’ll take care of those ropes.”
The little mouse gnawed away at the ropes and the lion was able to escape
just as the hunters were returning with the cage…
“I told you I would repay you some day,” smiled the mouse in triumph. Even a
mouse can help a lion.

Reference:
1000 Stories You Can Use (Volume Two)
by Frank Mihalic, SVD

E. Discussing new concepts and Post-Reading

practicing new skill #2 1. Answering the Motive Question
2. Comprehension Check-Up

a. What did the lion do one day after a big meal?


F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical/applications of
concepts and skills in daily living
b. What animal did the lion catch?
c. What did the lion want to do with the mouse?
d. What did the mouse promise to the lion?
e. Did the lion think the mouse will fulfill his promise to him?
f. What happened to the lion some days later?
g. How did the mouse help the lion?
h. What lesson can be derived from the story?
SPECIFIC SKILLS DEVELOPMENT
The teacher will say and elaborate:
To better understand a literary piece, it is a must that one should look into its
tone, mood, and the author’s purpose for writing it.
Tone, in written composition, is an attitude of a writer toward a subject or an
audience. Tone is generally conveyed through the choice of words or the viewpoint of a
writer on a particular subject. Every written piece comprises a central theme or subject
matter. The manner in which a writer approaches this theme and subject is the tone.
The tone can be formal, informal, serious, comic, sarcastic, sad, and cheerful or
it may be any other existing attitudes.
Mood is a literary element that evokes certain feeling s or vibes in readers
through words and descriptions.
Usually, mood is referred to as the atmosphere of a literary piece, as it creates
an emotional situation that surrounds the readers. Mood is developed in a literary piece
through various methods. It can be developed through setting, theme, tone and diction.
An author's purpose is the reason an author decides to write about a specific
topic. Then, once a topic is selected, the author must decide whether his purpose for
writing is to inform, persuade, entertain, or explain his ideas to the reader.
Triad Activity: Read It Aloud!
Form a group with three members. Assign among yourselves who will read the part of
the narrator, the lion, and the mouse in the story. Be able to read aloud the story with
feelings.
GROUP ACTIVITY
Read each passage. Then answer the questions.
A. “Go!” Ellen stomped on the pedals, as did a dozen other riders, and the race was
on. Around the course sped the thirteen riders, at first closely packed and then strung
out along the straights and curves. A crowd of supporters shouted encouragement.
B. It is just foolish not to wear a helmet whether you are road-racing or just fooling
around the neighborhood. Here’s why: even in casual biking, one can reach speeds
of fifteen to twenty miles an hour. A sudden impact at most speeds over about three
miles an hour can do great harm. The vast majority of biking accidents – seventy-five
precent – happen at street intersections. And well over half of them involve head
injuries.
C. A safety check-out of your bike’s brakes should take no more than a minute or
two. Do levers “bottom out” before the brake pads really grab? Inspect the cables. Do
you see any fraying of kinks? Replace them if you do.
1. Write the letter of each passage next to its purpose
a. Entertain ________ b. Inform _________ c. Persuade _________
2. In which passage(s) do you learn some facts? A B C
3. Which passage expresses a strong opinion? A B C
 4. Which passage would you expect to read the fastest? A B C

5. What is the tone of Passage A? B? C?

6. What is the mood conveyed in Passage A? B? C?

H. Making generalization and Determining the author’s tone, mood, and purpose for writing a certain literary piece will
abstraction about the lesson. help us better understand its message.
I. Evaluating Learning
A. Answer the following questions in complete sentences in your ½ crosswise paper.

1. What do you think is the tone of the story “The Lion and the Mouse” by Aesop?
2. What do you think is the mood conveyed in the story?
3. What do you think is the writer’s purpose for writing this story?

B. Arrange the Story Puzzle!

Arrange the following jumbled statements taken from the story. On the blank before each
number, write 1 if the statement is the first one which took place in the story, 2 if it is the
second, 3 if it is the third, and so on and so forth.
_____ 1. “I told you I would repay you some day,” smiled the mouse in triumph.
_____ 2. “Shhhh,” said the mouse. “Keep still and I’ll take care of those ropes.”
_____ 3. “What are you doing in my mane? I’ll eat you up.” growled the lion.
_____ 4. The lion was able to escape just as the hunters were returning with the cage.
_____ 5. The lion roared in anger and the jungle shook with his growls.
_____ 6. The great lion fell asleep at the door of his cave.
_____ 7. “Oh, please, your majesty,” squeaked the mouse. “Please spare me. I had no
idea you were a lion.
_____ 8. As the lion was dreaming of all kinds of good things, he felt a thug at his mane
and drowsily lifting up a paw, caught a little mouse.
_____ 9. The little mouse heard it and said, “I know that voice.”
_____ 10. Some days later, a party of hunters were looking for lions to put into the zoo.

J. Additional activities for application or What are the Aspects of Verbs?

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?