Name of School: GOLDENVILLE ELEMENTARY SCHOOL Grading Period: Third Quarter

GRADES 1 to 12
Name of Teacher: MARLENE A. CRUZ Week No.
DAILY LESSON
Date: February 23, 2024 Grade Six
LOG

Day & Time DESCRIPTION Learning Activities

7:15 – 7:45  Activate learners' prior knowledge to spark DROP EVERYHTING AND READ (DEAR)
their interest. - Start the class by singing the “reading song.”
 Motivate the learners to read. Activities:

Drop Everything and Read Session with In-session Book Shuffle

Materials Needed:

1. Storybooks appropriate to each learner's age and reading level.

2. Timer or clock to keep track of 30 minutes.
3. A designated area for the session.

Instructions:

Preparation:

Ensure that each learner has a storybook appropriate for their age and reading level. If
possible, arrange a variety of books in a central location for learners to choose from.

Announcement:

Make an exciting announcement about the Drop Everything and Read session, explaining
its purpose and the joy of sharing stories.

Selecting Books:

Allow learners a few minutes to choose a storybook that interests them.

Encourage them to pick books they haven't read before.

Set a timer for 30 minutes. This time should be dedicated solely to reading.
Reading Time with Shuffling:

 Instruct learners to begin reading their chosen books.

 After the first 10 minutes, announce a "Book Shuffle" where each learner must
exchange their book with a neighbor.
 Repeat the Book Shuffle every 10 minutes until the 30-minute session is complete.
 Day & Time DESCRIPTION
7:45 – 8:35  Develop learners' various reading skills to
improve their vocabulary.
 Enhance their creativity and imagination.
 Engage learners in meaningful and active use
of the language.
8:35 – 9:25  Collaboratively construct a cohesive sentence.
 Demonstrate creativity in connecting individual
contributions to a given prompt.
 Develop communication and teamwork skills
through active participation in the activity.
 Practice writing sentences with correct
capitalization and punctuation marks.
9:25 – 9:40
9:40 – 10:30  Develop higher order thinking skills in retelling
the story through sequence.
 Enhance pupils’ reading comprehension
through organizing and describing the events
from the story.
 Provides an opportunity to analyze stories and
build oral language as they acquire related
vocabulary.
10:30 – 11:20  Develop creative expression and artistic skills
through the act of drawing.
 Encourage self-reflection and introspection as
learners visually represent their thoughts and
Learning Activities
 Encourage learners to discuss what they've read with their new book each time.
 After the last Book Shuffle, gather the learners and encourage a final discussion
about their overall reading experience.
PRE-READING ACTIVITIES
Activity:
Teacher-Read-Aloud with Vocabulary Enhancement Activity
The teacher will read a story entitled “The Story of Saint Valentine”
Questions will be answered after each part of the story to check the pupil’s comprehension.
DURING READING ACTIVITIES
Activity: "Pass the Message”
Directions:
 Start by explaining the purpose of the activity: to collaboratively work as a
group.
 Emphasize the importance of creativity, teamwork, and effective
communication.
 Working as a group to pass the message in each member and eventually
write it on the board with correct capitalization and punctuation marks.
HEALTH BREAK
DURING READING ACTIVITIES
Activity: Give Me Five
"Retelling Story"
In this activity, learners will work individually. Each pupil will draw their 5 finger hands in a
clean sheet of paper. They will try to retell the story “The Story of Saint Valentine” by writing
sentences in each finger of their hand. The story should be written in a sequence.
POST-READING ACTIVITY
Activity: The Symbol - "The Story of Saint Valentine”
 Day & Time DESCRIPTION Learning Activities

emotions.
 Foster a sense of mindfulness and relaxation
by engaging in a visual art activity.
In this drawing and reflection activity based on the story "The Story of Saint Valentine”
learners will visually represent the symbol/s they captured from the story. Following the
drawing session, participants will articulate their reflections on the story by writing on the
back of their drawings. The focus is on both the artistic representation and the personal
insights gained from the narrative.

11:20 - 11:50 Lunch Break

Prepared by: Checked & Noted: Approved by:

MARLENE A. CRUZ SHIRLEY A. LAYAG MARIA THERESA M. DELA CRUZ

Teacher I Master Teacher Principal IV