School: Grade Level: VI

GRADES 1 to 12 Teacher: Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: June 3 – 7, 2020 (WEEK 1) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Relate an experience Demonstrates Compose clear and Demonstrates an
appropriate to the occasion. understanding of coherent sentences understanding of the
various linguistics using appropriate elements of literary
nodes to comprehend grammatical and informational
various texts structures: texts for
Pluralization of comprehension
regular nouns
B. Performance Standards Infer meaning of idiomatic Analyzes text types to Recalls details and
expressions using context effectively understand shares ideas on texts
clues. information/message( listened to
s)
C. Learning Competencies Listening Speaking Reading Speaking Recognize the sound
Analyze sound devices Derive meaning of common Analyze sound Compose clear and devices to describe
(onomatopoeia, idioms through text. devices coherent sentences people and events
alliteration, assonance, (onomatopoeia, using appropriate
personification, irony alliteration, grammatical Derive meaning of
and hyperbole) in a text assonance, structures: sound devices
heard consonance) Pluralization of through context
regular nouns
Write the LC code for each EN6LC-Ia-2.3.1 – EN6V-Ia-12.3.1 ENGRC –IA 2.3.1 ENGG-1A-2.3.1 EN6LC-Ia-2.3.7
EN6LC-Ia-2.3.8 En6v-Ia-2.3.1 ENGRC –IA 2.3.1
II. CONTENT Analyzing sound Inferring meaning of Analyzing sound Composing clear Sound Devices
(Subject Matter) devices (onomatopoeia, idiomatic expression using devices and coherent
alliteration, assonance, context clues. (onomatopoeia, sentences using
personification, irony alliteration, appropriate
and hyperbole) in a text assonance, grammatical
heard consonance) structures:
Pluralization of
regular nouns
III. Learning Resources
A.References
1.Teacher’s Guide Pages Curriculum Guide PELC III 3.3 Curriculum Guide
EN6LC-Ia-2.3.1 – EN6LC-Ia-2.3.7 –
EN6LC-Ia-2.3.8 EN6LC-Ia-2.3.8
2.Learner’s Materials Pages English for All Times 6 Growing in English 6 English for all times English For You and English for All Times 6
(Reading) pp.144-147 (Reading), pages 228-229 (Reading), pages Me (Reading) pp. (Reading) pp.144-147
144-146 46-48
3.Textbook Pages English For You and Me English For You and
(Reading) pp. 51- 52 Me (Reading) pp. 51-
52
4. Additional Materials from Using Figurative Using Figurative Speech,
Learning Resources (LR) Portal) Speech, lrmds lrmds
B.Other Learning Resources Copy of poem, pictures, charts/paragraph, Pictures, charts
videos pictures
IV.PROCEDURES
A.Review Previous Lessons 1. Spelling drill # 1 Tell the figure of speech What do you see in Read the following Review:
2. Say: Do you love to used in each expression as the picture? sentences written Some words have
read poems? simile, personification, Can you imitate the on a piece of paper multiple meanings but
hyperbole, or sounds of it? to be given by your how can we identify
onomatopoeia. group. The teacher the meaning of
The moon rose from its will ask the class to words?
sleep. read the underlined
The princess is as lovely as words.Say: class
a rose. these are regular
The wings flapped and nouns.
flapped.
I could kill you for tickling
me.
You’re an angel sent from
heaven.
B. Establishing purpose for the What makes a poem The purpose of the lesson Explaining the pupils Say;Class our Ask: Have read a
Lesson different from other is for the pupils to relate an what to do lesson for today is poem?
literary piece? expression to the occasion composing clean Did you understand
and infer meaning of and coherent the meaning of the
idiomatic expressions using sentences using poem? Why?
context clues. appropriate
grammatical
structures;

C. Presenting examples
/instances of the new lessons
Let the students listen to Children, listen how I speak
the poem Clouds to you!
(The teacher speaks with a
very loud voice saying:
Children, listen to me! Then,
in a gentle manner, say
again the same words)
Which way do you like me
to speak? Why?
Let us say it in two ways.
Which way do you like it to
say? Why?
pluralization of
regular nouns.
Class our lesson for The woman was Present the poem
today is about the crying. “Spider Webs”
sound devices using
onomatopoeia, The spiders were
alliteration and busy last night,
assonance From every fence and
tree
They hung their lacy
webs
For all the world to
see.
The mist was busy
too;
In the stillness of the
night
It strung the spider
webs with pearls
To catch the morning
light.
One spider wove a
web
Like frost on a window
pane;
Another one spun a
single thread
That looks like
jeweled chain.
Motionless hang the
webs,
By the quiet sunbeam
kissed;
A fairy world was
made last night
By the spiders and the

D. Discussing new concepts and
practicing new skills #1.
E. Discussing new concepts &
practicing and concern to new
skills #2
Answer the questions Unlocking Difficulties
after the poem. “Hidden Words”
Find the word described by
the phrases from the row of
letters at the left. Encircle
the word you find within.
raharshlmo- irritating;
offensive
daccentson- a modulation
of the voice
caremaingep- to remember;
to stay
msgrievetlos- fail; cause of
pain; sadness
thecare- wornte- harassed
with troubles or worries
meatdepartment- to leave;
to go away
reneternityork- endless or
limitless time
armarke- to inflict serious
bodily harm on; destroy
Identify the sound Presentation
devices used in the Read the poem altogether.
poem
SPEAK GENTLY
-David Bates
Speak gently; it is better far
To rule by love than fear,
Speak gently; let no harsh
word mar
The good we may do here.
Speak gently to the little
child;
mist.
What is alliteration? 1. What is the Comprehension
regular nouns used Check
Alliteration happens in the first example? Ask questions based
when words that start 2.In the second from the poem
with the same sound example,what is the listened to
are used close regular noun used?
together in a phrase
or sentence. The
sound is usually
consonant and the
words don’t have to
be always right next
to one another.
Original File
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What is Say.Example in #1 Group Activities
Onomatopoeia? is pluralization of Group 1: Complete
regular nouns. Me
Onomatopoeia is
when a word’s Group 2: Dear Diary
pronunciation imitates
it’s sound. Group 3: If you were

F.Developing Mastery (Leads to
Formative Assesment 3
It’s love be sure to gain;
Teach it in accents soft and
mild,
It may not long remain.
Speak gently to the aged
one;
Grieve not the care- worn
heart,
Whose sands of life are
nearly run;
Let such in peace depart.
Speak gently; it’s a little
thing
Dropped in the heart’s deep
well;
The good the joy that it may
bring
Eternity shall tell.
I will give more Analysis and Discussion The teacher will give Have a draw lots on Group Presentation
examples of texts using more sample of who are going to
the different sound What is the poem all about? sound devices present their answer
devices What do the following (onomatopoeia, first. Group
phrases mean? alliteration, 1.Complete each
‘Tis a little thing dropped in assonance.) sentences using the
the heart’s deep well. regular nouns. (etc.)
Rule by love; rule by fear Which example /
It’s love be sure to gain sentence imitates it’s
Teach in accents soft and sound?
mild
Care- worn heart Which sentence start
Sands of life are nearly run with the same sound
Let such in peace depart are used closed close
Heart’s deep well together in a phrase
Eternity shall tell or sentence?
How do we learn the

G. Finding Practical Applications
of concepts and skills in daily
living
H. Making Generalizations &
Abstractions about the lessons
I.Evaluating Learning
meaning of each phrase?
What help us understand it?
We learn the meaning of
phrases through the context
of the poem. These are
called idioms.
What are the importance of
idioms?
The teacher will present Read and analyze the The teacher will Pandora’s Box Pick How do you
sentences using sentences. present new one strip of paper appreciate sound
different sound devices Underline the idioms used sentences to analyze and choose the devices and other
and the students will in each. the sounds devices. correct noun to be literacy composition?
identify the figure of The foreigner can easily get used. (Use different
speech used along with the native. colored papers)
The sampaguita in your car
gives off a sweet smell.
Eden has a very attractive
getup.
My mother looks forward to
the coming of my sister
from Hawaii.
We have to look up to our
parents.
What an What are idioms? Idioms What is How do we form the We learned the
onomatopoeia? are words/ phrases used in onomatopoeia? plural forms of different sound
Alliteration? a way that is different from Alliteration? regular nouns? devices, then why do
Assonance? the usual dictionary Assonance? we need to use it?
Personification? Irony? meaning of each word that
Hyperbole? make it up. Idioms can liven
up your writing. To figure
out the meaning of idioms,
use context clues and
individual word meanings.
Tell what figure of Choose the right idiom Read and analyze Write 5 sentences Identify the sound
speech is used in each below to complete the the sound devices using plural form of devices used. Choose
of the following sentences. used in the regular nouns. the letter of the correct
sentences. sentences answer.
1. Lina is very happy. She (onomatopoeia,

J. Additional activities for
application or remediation
must have _________. alliteration, 1. The guest of
2. Ading is a very bright assonance) honor’s message was
boy. In fact, he belongs to a mile long.
the ______ in his school. 1. The early bird a. personification
3. Mother Theresa was ine catches the worm. b. hyperbole
lady _________. 2. The squeaky wheel c. irony
4. Even if it is raining, the gets the grease. 2. The moonbeams
class will ______ with their 3. Go and mow the smiled sweetly.
exposure trip. lawn. a. onomatopoeia
5. Mother will go to the 4. The cows in the b. alliteration
market, so I’ll stay to pasture mooed c. personification
______ my baby sister. loudly. 3. All I could hear was
6. It takes one with an 5. The doors in the the drip, drip, drip of
_____ to accept other’s old house creaked as the faulty faucet.
opinions calmly. the wind blew a. assonance
7. Litowill ______ his right through the broken b. alliteration
to play in the basketball windows. c. onomatopoeia
team. 4. She sells sea-shells
8. A famous basketball down by the sea-
player was invited to _____ shore.
on the opening day of the a. alliteration
sportsfest. b. assonance
9. When the victim ______, c. personification
the police was able to 5. My dear, you are
identify the suspects. ugly...but tomorrow I
10. If you want to _______ shall be sober.
in the class, you have to a. personification
study hard. b. assonance
c. irony
look after stand up for
awakened on the right side
of the bed
start the ball rolling
opened up be a star
with a golden heart
push through open mind
cream of the crop
For those pupils who Give the meaning of the List down sentences Give examples of Identify the sound
got 74% and below, the idioms in each sentence with sound devices sentences using devices used. Choose
 teacher has prepared and use it in a sentence. (onomatopoeia, pluralization of the letter of the correct
activity that will make The fatal blow of Kid Kidlat alliteration, regular nouns. answer.
the pupils understand killed his opponent. assonance)
the concept of the The cold war between the 1. The guest of
lesson girls was reported by the honor’s message was
boys to their teacher. a mile long.
Our teacher put an end to a. personification
the negative relationship of b. hyperbole
the girls. c. irony
Her beauty made her stand 2. The moonbeams
out in the crowd. smiled sweetly.
My allowance was cut down a. onomatopoeia
by my mother because I b. alliteration
overspent my pocket c. personification
money. 3. All I could hear was
the drip, drip, drip of
the faulty faucet.
a. assonance
b. alliteration
c. onomatopoeia
4. She sells sea-shells
down by the sea-
shore.
a. alliteration
b. assonance
c. personification
5. My dear, you are
ugly...but tomorrow I
shall be sober.
a. personification
b. assonance
c. irony
V.REMARKS
VI. Reflection
A.No. of learners who earned 80%
in the evaluation
B. No. of learners who requires
additional acts.for remediation
who scored below 80%
C. Did the remedial lessons
work? No. of learners who caught
up with the lessons
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
this work?
F. What difficulties did I
encounter which my
principal/supervisor can help me
solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with other
teachers?