First Quarter

Week 5
 Day 1

DAILY LESSON PLAN IN ENGLISH 6

I. OBJECTIVES:

A. Content Standard: Demonstrate understanding of the importance knowing the mood, tone
and purpose of a speaker’s in comprehending a discourse listened to

B. Performance Standard: Express a speaker’s mood, tone and purpose in writing a discourse
through a composition and a poster

C. Learning Competency: Infer a speaker’s purpose.

II. CONTENT

Inferring a Speaker’s Mood, Tone and Purpose

Listening Text: To the Filipino Youth by Jose Rizal

III. LEARNING RESOURCES

Curriculum Guide in Grade 6- EN6VC-Ie-5.1.5

English Spectrum 6- Language and Reading-Second Edition

IV. PROCEDURES

A. Before the Lesson

A.1. Daily Routine

A.2. Motivation

Describe the mood portrayed in the following pictures.

A.3. Vocabulary Development

robins

bosom

snow

B. During the Lesson

 B.1. Teacher presents the poem.

B.2. Comprehension Check

1. What is the poem about?

2. How did the speaker relate God and humans in the poem?

3. What mood does the poem portray?

4. What could be the purpose of the author in writing the poem?

C. After the Lesson

C.1. Generalization

Teacher asks: What do you think is a speaker’s purpose in telling the story?

C.2. Group Dynamics

C.2.1. Guided Practice

Directions: Listen to the poem to be read by the teacher. Then, be able to answer
the questions that follow.

C.2.2. Independent Practice

To the Filipino Youth by Jose Rizal

Task 1: Drawing Bee

Directions: Draw a poster that would represent the mood and tone of the poem.
 Task 2:

Directions: Imagine that you are the author of the poem listened to. Write a
letter to the youth of today stating your purpose for writing the poem.

C.3. Assessment

Directions: Listen to the discourse assigned to you. Be able to determine the speaker’s
mood, tone and mood. Use the graphic organizer in doing so.

tone

discourse
listened
to

mood purpose

V. REMARKS

VI.REFLECTION
 Day 2

DAILY LESSON PLAN IN ENGLISH 6

I. OBJECTIVES:

A. Content Standard: Demonstrate understanding of context clues.

B. Performance Standard: Fill in charts with unfamiliar words and context clues that give hint to their
meanings.

C. Learning Competency: Infer meaning of unfamiliar words through context clues.

II. CONTENT:

INFER MEANING OF UNFAMILIAR WORDS THROUGH CONTEXT CLUES

III. LEARNING RESOURCES :

Curriculum Guide in Grade 6- EN6VC-Ie-5.1.5

IV. PROCEDURES

A. Before the Lesson

A.1. Daily Routine

A.2. Motivation

What is in the picture?

How is it used?

How can we get meaning of words even without the use of the dictionary?

B. During the Lesson

Guess the Word Game

C. After the Lesson

 C.1. Generalization

Teacher asks: What are context clues? How do they aid us?

C.2. Group Dynamics

Word Treasures
Directions: Inside the box are unfamiliar words from the selection ‘I Am a Filipino’.
Infer meaning of the words using context clues.
D. Assessment

Directions: For each underlined word, use the context clues or words that surround it to find the
meaning. Example A: The river was dry so we could not get any water. Answer: dry- a lack of water.

1. I had to set my alarm before the first day of school.

2. I was excited to go to the theme park because I had never been there before.

3. My mom had to fix the leak before all the water came out.

4. We were stranded on the island because the boat left us.

5. We had our last meal because there was no more food left.

V. Remarks:

VI. Reflection
 Day 3

DAILY LESSON PLAN IN ENGLISH 6

I. OBJECTIVES:

A. Content Standard: Demonstrate understanding of the different figures of speech ( hyperbole and
irony)

B. Performance Standard: Applies knowledge in figures of speech in understanding poems.

C. Learning Competency: Analyze meaning of given poems with figurative language.

II. CONTENT
ANALYZING FIGURES OF SPEECH
(Hyperbole and Irony)

III. LEARNING RESOURCES

English Spectrum 6- Language and Reading

Second Edition
pp.104-108

IV. PROCESSES

A. Before the Lesson

A.1. Motivation

A.2. Unlocking of Difficulties

Huge Whip

Excitement Spin
B. During the Lesson

B.1. Standards for Oral Reading

B.2. Reading of the Poem

HYPERBOLE OF MY DOG

Little Girl is my dog

She sleeps like a log

She has a huge mouth

And eats like a hog in her excitement

Her tail is a whip times ten

When she sees fond

Her eyes start to spin

C. After Reading

C.1. Comprehension Check

-What is the poem all about?

-What are the descriptions of the dog based on the poem?

D.2.Guided Practice

D.1.1. Teacher presents poem with hyperbole and irony.

D.2.2. Pupils identify figure of speech used.

D.3. Independent Practice

Directions: Identify the figure of speech employed in the lines that follow.

Oh! How soft!This tastes like marble.

This book weighs a ton.

Not even a mouse could smell what he cooked.

She wept a torrent of tears when her husband died.

The movie stars waited a century for the parade.

D.Generalization

How are irony and hyperbole used in lines or sentences?

V. ASSESSMENT

Directions: Answer H if the sentences/lines express hyperbole and I if irony.

No perfume in the world could erase the dead rat’s stink.

It takes her a lifetime to finish dressing up.

Oh, how I love my life. I have a debts everywhere.

Holding a fest is difficult. You have a million mouths to feed.

That is the biggest dog I have ever seen. You say his name is Goliath.

VI. Remarks

VII. Reflection
 Day 4

DAILY LESSON PLAN IN ENGLISH 6

I. OBJECTIVES:

A. Content Standard: Understand the use of modals in sentence construction.

B. Performance Standard: Applies knowledge in modals in writing a discourse.

C. Learning Competency: Identify appropriate modals to be used in given statements.

II. CONTENT

COMPOSING CLEAR AND COHERENT SENTENCES USING APPROPRIATE MODALS

III. LEARNING RESOURCES

English Spectrum 6- Language and Reading

Second Edition
pp.104-108

IV. PROCESSES

A. Before the Lesson

A.1. Motivation

Music Video

"Shoulda Woulda Coulda"

People say that together we were both sides of the same coin
That we would shine like Venus in a clear night sky
We thought our love could overcome the circumstances
But my ambition wouldn't allow for compromise

I could see in the distance all the dreams that were clear to me
Every choice that I had to make left you on your own
Somehow the road we started down had split asunder
Too late to realise how far apart we'd grown.
How I wish I, wish I'd done a little bit more

Now " Shoulda woulda coulda," means I'm out of time

Coz "Shoulda woulda coulda", can't change your mind
And I wonder, wonder, wonder what I'm gonna do
"Shoulda woulda coulda" are the last words of a fool

People ask how it feels to live the kind of life others dream about
I tell them everybody gotta face their highs and their lows
And in my life there's a love I put aside, cause I was busy loving something else
So for every little thing you hold on to, you've got to let something else go

[Chorus]

Fool if I would now forsake the opportunities are fate

I know I'm right where I belong
But sometimes when I'm not so strong I..
 A.2. Vocabulary Development
Directions: Write O if the pairs of words are opposite in meaning and S if they are
similar in meaning.

B. During the Lesson

B.1. Comic Strip Analysis

C. After Reading

C.1. Comprehension Check

 C.3.Independent Practice

Directions: Fill in the chart with requests and answers to requests using appropriate
modals verb. Make sure to apply the principles in the construction of effective sentences.

D. Generalization

How are modals used in sentences?

V. ASSESSMENT

Directions: Complete the sentences with the modals CAN, CAN'T, COULD, COULDN’T.

1. When Tom was 16, he was a fast runner. He ______ run 200 metres in 22 seconds.
a) Can b) Could c) Can’t d) Couldn’t
2. I'm afraid I ______ come to your party next Saturday.
a) Can b) Could c) Can’t d) Couldn’t
3. I'm not in a hurry. I've got plenty of time. I _______ wait.
a) Can b) Could c) Can’t d) Couldn’t
4. I was feeling terribly sick yesterday. I ________ eat anything.
a) Can b) Could c) Can’t d) Couldn’t
5. Can you speak loudly, please? I _______ hear you very well.
a) Can b) Could c) Can’t d) Couldn’t

VI. Remarks

VII. Reflection
 Day 5

DAILY LESSON PLAN IN ENGLISH 6

I. OBJECTIVES:

A. Content Standard: Demonstrate understanding of the various forms and conventions, materials to
critically analyze the meaning constructed in print, non- print and digital materials.

B. Performance Standard: Applies knowledge of the various forms and conventions of print- non- print
and digital materials to appropriately comprehend print, non- print and moving text.

C. Learning Competency: Describe different forms and conventions of film and moving pictures.

II. Content: (TOPIC) Different Forms and Conventions of Film and Moving Pictures – Acting

III. LEARNING RESOURCES : Curriculum Guide in Grade 6- EN6VC-Ie-5.1.5

IV. PROCEDURE

A. Preliminaries
A. 1.Review of the lesson:

Recall the other forms and conventions of film and moving pictures previously discussed.

A.2. Motivation

Divide the class into 3 groups.

Tasking instruction: Presuming you’re the actors and actresses in a movie. Portray the situations
given.

Group 1- A bus in motion

Group 2 – Paddling a boat

Group 3 – A burning house

B. Establishing a Purpose:

1. What did you do?

2. What is your work as actors/ actresses in a television?( ACTING)

C. Presenting Examples/ Instances of the new lesson:

1. Present a video clip.

2. Remember the important actions portrayed in the video clips.

3. Pantomime the action that struck you most.

 D. Independent Practice:

Game: Show me a picture of:

1. Tsunami Alert

2. Getting relief goods

3. Crossing the street

E. Value Infusion/ Practical Application:

How should you act in different circumstances/situations?

F. Making Generalizations:

Describe acting.

V. ASSESSMENT

Group Presentation:

Show me a picture of:

1. Fiesta

2. Wedding

3. Mass