School: SALUYSOY INTEGRATED SCHOOL Grade Level: 6

GRADES 1 to 12 Teacher: ALEXANDRA H. DE VEGA Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates: OCTOBER 10-14, 2022 Quarter: FIRST (WEEK 8)

Monday Tuesday Wednesday Thursday Friday

10:40-11:30-M. Ponce 10:40-11:30-M. Ponce 10:40-11:30-M. Ponce 10:40-11:30-M. Ponce 10:40-11:30-M. Ponce
1:00-1:50-A. Bonifacio 1:00-1:50-A. Bonifacio 1:00-1:50-A. Bonifacio 1:00-1:50-A. Bonifacio 1:00-1:50-A. Bonifacio
1:50-2:40- J.P. Rizal 1:50-2:40- J.P. Rizal 1:50-2:40- J.P. Rizal 1:50-2:40- J.P. Rizal 1:50-2:40- J.P. Rizal
I. OBJECTIVES Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies.
These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to
find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads various
text types of materials to serve learning needs in meeting a wide range of life’s purposes.

B. Performance Standards:
C. Most Essential Learning
Competencies/Objectives:
Write the LC Code for each
The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads various
text types of materials to serve learning needs in meeting a wide range of life’s purposes.
Make connections between Make connections Make connections Make connections
information viewed and between information between information between information
personal experiences; viewed and personal viewed and personal viewed and personal
likewise, the following sub experiences; likewise, the experiences; likewise, the experiences; likewise,
and support learning following sub and following sub and the following sub and
competencies: support learning support learning support learning
competencies: competencies: competencies:

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Identifying Verb
II. CONTENT Noting Details
Identifying Verb Tenses: Identifying Verb Tenses:
Tenses: QUIZ DAY
Past Tense Present Tense
Future Tense
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages N/a
2. Learner’s Materials
Activity Sheets Week 6 Activity Sheets Week 6 Activity Sheets Week 6 Activity Sheets Week 6
Pages
3. Textbook Pages Joy in English Joy in English Joy in English Joy in English
4. Additional Materials N/A N/A N/A N/A
from Learning
Resource (LR) portal
PPT, Powepoint, Chalk, Laptop PPT, Powepoint, Chalk, PPT, Powepoint, Chalk, PPT, Powepoint, Chalk, PPT, Powepoint, Chalk,

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B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting the
New Lesson
B. Establishing a Purpose for
the Lesson
Laptop Laptop Laptop Laptop
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
The teacher will have a 5-item The teacher will have a 5-item The teacher will have a 5-item The teacher will ask
spelling drill. Afterwards the spelling drill. Afterwards the spelling drill. Afterwards the her students about
teacher will review the lesson they teacher will review the lesson teacher will review the lesson the lesson yesterday.
had tackled last week. they had yesterday they had yesterday.
heroes Hyphen
history ignore instead
improvement
honorable imagination independence
instruction
horizon immediate ingredient intermission
hunger importance injury interview
inquire invisible
Read and draw a line to connect My name is Pedro Cruz. I am a
the information in the small grade six pupil at
circles to the big circle. Mahalimuyak Elementary
School. I love to learn English
and Science. My mother helps
me answer my assignments
and my father helps me make
my outputs.
1. What is Pedro’s family
name?
_________________________
_________________________
2. What is the name of
Pedro’s school?
_________________________
__________________
3. What are the two
subjects does Pedro love
to learn?
_________________________
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C. Presenting This lesson includes various
Examples/Instances of selections, passages and
the Lesson
stories. Let the learners read
and note details for them to
answer the activities. After
doing the given tasks they
will develop their skills in
Noting Details.
Miss Reyes teaches English,
Mr. Cruz teaches Math, Mr.
Pedro
teaches Araling Panlipunan,
and Mrs. Santos teaches
Science. They are friends
since college and are working
in the same school- Rizal
Elementary School. They are
teaching Grade 6 pupils. The
teachers have their
individual skills and talents.
Miss Reyes is good in
dancing, Mr. Cruz is good in
singing, Mr. Pedro is good in
painting, while Mrs. Santos
is good in cooking. The
Grade 6 pupils love their
teachers dearly.
Read this selection
You can note the names of the
teachers, the subjects they are
teaching and the different
talents they have because these
are the details given in the story.
___
4. Who helps Pedro in his
assignments?
_________________________
_________________
5. Who helps Pedro in his
outputs?
The simple present is a verb
tense with two main uses. We
use the simple present tense
when an action is happening
right now, or when it happens
regularly (or unceasingly,
which is why it’s sometimes
called present indefinite).
Depending on the person, the
simple present tense is formed
by using the root form or by
adding -s or -es to the end.
I feel great!
Pauline loves pie.
I’m sorry to hear that you’re
sick
1. The pupil ___________ to 1. We will go out with our
find the answer. (to try) friends as soon as
2. Sarah ___________ we____________________
(finish) this.
enjoyed the new film. (to
2. By the time we get
enjoy)
there, the film
3. The team ___________ _________________________
yesterday in London. (to __ (begin).
play) 3. Look at those clouds. It
4. My uncle ___________ _____________
stayed in America. (to stay) _______________________
5. The car ___________ in (rain).
front of the traffic lights. (to 4. I ____________________
(meet) her this
stop)
evening.
6. Ann ___________ her visit 5. Don’t call at 6.00. I
in Denmark. (to plan)
______________
7. They ___________ to Paris. ___________ (do) my
(to travel) homework then.
18. The boys ___________ to 6. Perhaps I
the city centre. (to hurry) ________________ (see) you
tomorrow.
7. I forgot the car keys. –
Don’t worry, I
______________ (get) them
for you.
8. What time
_____________ the next bus
____________ (arrive)?
9. He __________________
(spend) all his
money by the end of the
week.
10. I
_____________________
(pay) all my
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 debts in a week’s time.

D. Discussing New Concepts Noting Details is a reading

and Practicing New Skills comprehension skill that
#1 involves picking out, from a
text, a particular piece or
pieces of information to
achieve a given purpose such
as answering a question in a
test. When one notes details,
he keeps a brief record of
something on a piece of
paper.
Read the short story and
note important details
Pedro went for a bike ride.
He rode around the
barangay. He met some girls
he knew from school. They
all headed to the farm to
play. Pedro had a great time
playing games with his
friends.
Circle the correct word in
each sentence.
1. Pedro went for a (bike, car)
ride.
2. He rode around the (block,
barangay).
3. Then he met some (boys,
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 girls) he knew from school.
Answer: 1. bike
2. barangay
3. girls
These are the details given in
the story.
What is the importance of
Noting Details?
Whenever you are reading,
you should be constantly
noting the important details.
When discussing reading
comprehension, think of
details as the individual
features, facts or particulars
in text. These details are
essential to develop reading
comprehension.
What is noting details?
(Noting details is a brief
record of something that one
has written down on paper)
What is the importance of
Noting Details?
(Noting details will lead to easy
understanding of the text or
story read)

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
IV. PROCEDURES learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences
and previous knowledge. Indicate the time allotment for each step.

Page 5 of 13
E. Discussing New Concepts he other is to talk about
and Practicing New Skills habitual actions or
#2 occurrences.
Pauline practices the piano
every day.
Ms. Jackson travels during
the summer.
Hamsters run all night.
Typically, when we want to
1. When does Blacky see describe a temporary action
and hear many things? that is currently in progress,
we use the present
continuous: Pauline can’t
2. What does Blacky see in
the sky? come to the phone right
now because she is
brushing her teeth.
3. What makes noise in
the wind?
How to form the simple
present
4. What color is the
In the simple present, most
cricket?
regular verbs use the root
form, except in the third-
5. What howls at the
person singular (which ends
moon?
in -s).
First-person singular: I write
Second-person singular:
You write
Third-person singular:
He/she/it writes (note the -s)
First-person plural: We write
Second-person plural: You
The simple past is a verb tense that is used
to talk about things that happened or
existed before now. Imagine someone
asks what your brother Wolfgang did
while he was in town last weekend.
Wolfgang entered a hula hoop contest.
He won the silver medal.
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WRITE WITH GRAMMARLY
The simple past tense shows that you are
talking about something that has already
happened. Unlike the past continuous
tense, which is used to talk about past
events that happened over a period of
time, the simple past tense emphasizes
that the action is finished.
Wolfgang admired the way the light
glinted off his silver medal.
You can also use the simple past to talk
about a past state of being, such as the
way someone felt about something. This is
often expressed with the simple past
tense of the verb to be and an adjective,
noun, or prepositional phrase.
The simple future is a verb
tense that’s used to talk
about things that haven’t
happened yet.
This year, Jen will read War
and Peace.
It will be hard, but she’s
determined to do it.
Use the simple future to talk
about an action or condition
that will begin and end in the
future.
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Grammarly can check your
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Your writing, at its best
Grammarly helps you
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WRITE WITH GRAMMARLY
How to form the simple
future
The formula for the simple
future is will + [root form of
verb].
I will learn a new language.
Jen will read that book.
My brothers will sleep till
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write
Third-person plural: They
write
For a few verbs, the third-
person singular ends with -
es instead of -s. Typically,
these are verbs whose root
form ends in o, ch, sh, th,
ss, gh, or z.
First-person singular: I go
Second-person singular:
You go
Third-person singular:
He/she/it goes (note the
-es)
First-person plural: We go
Second-person plural: You
go
Third-person plural: They
go
For most regular verbs, you
put the negation of the verb
before the verb, e.g. “She
won’t go” or “I don’t smell
anything.”
The verb to be is irregular:
First-person singular: I am
Second-person singular:
Wolfgang was proud of his hula hoop noon if no one wakes them
victory. up.
The contest was the highlight of his week. You will see what I mean.
How to formulate the simple past
For regular verbs, add -ed to the root form It doesn’t matter if the
of the verb (or just -d if the root form subject is singular or plural;
already ends in an e): the formula for the simple
future doesn’t change.
Play→Played
But…
Type→Typed
There is another way to show
that something will happen
Listen→Listened
in the future. It follows the
formula [am/is/are] + going
Push→Pushed to + [root form verb].
Love→Loved
I am going to learn a new
For irregular verbs, things get more language.
complicated. The simple past tense of Jen is going to read that
some irregular verbs looks exactly like the book.
root form:
My brothers are going to
Put→Put sleep till noon if no one
wakes them up.
Cut→Cut
You are going to see what I
Set→Set mean.
The going to construction is
Cost→Cost
common in speech and
casual writing. Keep in mind
Hit→Hit though that it’s on the
informal side, so it’s a good
For other irregular verbs, including the idea to stick to the will +
verb to be, the simple past forms are [root form] construction in
more erratic: formal writing.
See→Saw How to make the simple
future negative
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You are
Third-person singular:
He/she/it is
First-person plural: We are
Second-person plural: You
are
Third-person plural: They
are
How to make the simple
present negative
The formula for making a
simple present verb
negative is do/does + not +
[root form of verb]. You can
also use the contraction
don’t or doesn’t instead of
do not or does not.
Pauline does not want to
share the pie.
She doesn’t think there is
enough to go around.
Her friends do not agree.
I don’t want pie anyway.
To make the verb to be
negative, the formula is [to
be] + not.
I am not a pie lover, but
Pauline sure is.
Build→Built To make the simple future
negative, the formula is will +
Go→Went not + [root form].
Do→Did
Jen will not quit before she
Rise→Rose reaches her goal.
Make sure you arrive on time
tomorrow because the bus
Am/Is/Are→Was/Were
will not wait for you.
The good news is that verbs in the simple He will not say anything bad
past tense (except for the verb to be) about his boss.
don’t need to agree in number with their
subjects. I will not finish my
homework in time for class.
Wolfgang polished his medal. The other Using the “going to”
winners polished their medals too. construction, the formula is
[am/is/are] + not + going to
+ [root form].
Jen is not going to quit
before she reaches her goal.
Make sure you arrive on time
tomorrow because the bus is
not going to wait for you.
He is not going to say
anything bad about his boss.
I am not going to finish my
homework in time for class.
How to ask a question
To ask a question in the
simple future, the formula is
will + [subject] + [root form].
Will Jen finish War and
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 You aren’t ready for such Peace over the summer?
delicious pie. Will I have the discipline to
study Spanish every day?
How to ask a question
The formula for asking a What will you buy with the
question in the simple money you found?
present is do/does +
[subject] + [root form of The formula for the “going to”
construction is [am/is/are] +
verb].
[subject] +going to + [root
form].

Do you know how to bake a

pie? Is Jen going to finish War
How much does Pauline and Peace over the summer?
love pie? Am I going to have the
discipline to study Spanish
every day?

What are you going to buy

with the money you found?
F. Developing Mastery I View and I Read 1. Fill in the Simple Past. 1. We will go out with our friends as
(Leads to Formative Example: John married Emily last soon as
We, the Grade 6 class we____________________ (finish)
Assessment 3) year. (to marry)
went to see the movie last this.
1. She ___________ her suitcase to
Saturday. We got the bus. (to carry)
2. By the time we get there, the film
permission slips signed ___________________________
2. They ___________ in the park to (begin).
before we go. We watched play football. (to stop) 3. Look at those clouds. It
a movie that told the story 3. The children ___________ to the _____________
from a book we read. We playground. (to hurry) _______________________ (rain).
love it when movies were 4. John ___________ to win a 4. I ____________________ (meet)
her this
made from books. medal. (to try)
evening.
We got to the movie early 5. Peter ___________ his trip to 5. Don’t call at 6.00. I
so we can buy popcorn. France. (to plan) ______________
6. The thieves ___________ the old ___________ (do) my homework
Some of us bought curls
lady. (to rob) then.
and fries, too. We all 7. Grandma ___________ the cup. 6. Perhaps I ________________
enjoyed watching the (to drop) (see) you
movie. 8. The family ___________ to Spain. tomorrow.
When we returned to school, 7. I forgot the car keys. – Don’t
(to travel) worry, I
we talked about things that 9. The baby ___________ because he ______________ (get) them for
were in the movie and the was hungry. (to cry) you.
book. We all agreed that we 10. She ___________ a bag. (to 8. What time _____________ the
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 like the book better. Books let carry) next bus
you picture out the characters ____________ (arrive)?
9. He __________________
in any way you want to (spend) all his
picture them. It was fun to money by the end of the week.
compare the movie to the 10. I _____________________
book. (pay) all my
debts in a week’s time.

Answer the Questions:

1. Who watched the
movie?

2. Where did the

students go?

3. What did the students

need to do before going to
the movie?

4. When did the students

watch movie?

5. Why are books better

than movies?

A. Finding Practical ______________is vital to Give 5 examples of sentence Give 5 examples of sentence of Give 5 examples of sentence of
Applications of Concepts reading comprehension. In of present tense present tense present tense
and Skills in Daily Living fact, it can be said that
the foundation of literal
comprehension and
comprehension as a whole
is noting details.
The meaning of noting
details is a
_______________of
something that one has
written down on paper.
This may be a statement,

Page 10 of 13
 a quote, a definition or a
phrase one may have
written down in order to
remember.
Noting Details in the story
or selection read is
answering:
 Who
 What
 Where
 When
 Why

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
V. PROCEDURES the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
B. Making What have you leaned in our new What have you leaned in our new What have you leaned in our new What have you leaned in our
Generalizations and lesson for today? lesson for today? lesson for today? new lesson for today?
Abstractions about
the Lesson

Page 11 of 13
C. Evaluating Learning This is Maria. She is ten Write the present tense of Write the past tense of the verb. Write the future tense of
years old. the verb. the verb.
She is short and jolly. She
got long black hair.
She got small black eyes.
She can dance. She can sing.
She can’t swim. She can’t
run.
Her favorite toy is a doll. It is
blue.
She got two pink yoyos. She got
a red yoyo too.

1. What’s her name?

2. How old is she?

3. Can she swim?

4. Does she have short hair?

5. Is she short?

6. Is her doll blue?

7. Does she have big eyes?

8. Can she sing?

9. Does she have three

yoyos?
10.Is she jolly?
D. Additional Activities
for Application or
Remediation

Page 12 of 13
VI. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
VII. REFLECTION help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
M. Ponce- M. Ponce- M. Ponce- M. Ponce- M. Ponce-
A. No. of learners who earned A. Bonifacio- A. Bonifacio- A. Bonifacio- A. Bonifacio- A. Bonifacio-
80% in the evaluation J.P. Rizal- J.P. Rizal- J.P. Rizal- J.P. Rizal- J.P. Rizal

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 work well? Why did
these work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?

Prepared by: Checked by: Noted:

ALEXANDRA H. DE VEGA LARRY G. CANUTO MA. TERESA T. JAVIER

Teacher I Master Teacher I Principal III

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