Department of Education
Region III
Division of City of San Fernando
North District
LARA INTEGRATED SCHOOL
City of San Fernando (P)
DAILY LESSON LOG IN ENGLISH 6
SEPTEMBER 24, 2019
I. OBJECTIVES
A. Content Standards
The learner demonstrates understanding of the use of graphic organizers
in analyzing stories listened to.
B. Performance Standards
The learner transfers learning by devising graphic organizers based on
stories listened to.
C. Learning EN6WC-Iva-1.1.6.1
Competencies/
Objectives Plan a composition using an outline/other graphic organizers.
Write the LC code for
each.
II. CONTENT
Reading:
GRAPHIC ORGANIZERS
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
laptop
projector
speaker
lapel
customized Hangaroo game
PowerPoint Presentation
tarpapel
B. Other Learning drawings
Resources/ Materials pictures
cartolina (for the Interactive Discussion)
Plants vs Zombies tokens/chips (recitation rewards)
manila paper and black marker (for the completion of tasks in
Differentiated Instruction)
props for the Differentiated Instruction
Evaluation sheets
voice recordings (for the activity in Evaluation)
IV. PROCEDURES
A. Reviewing previous ROUTINE
lesson or presenting
the new lesson Prayer
Word of the Day
Develop the students’ vocabulary skills through this routine. The word
game “Hangaroo” will be adopted in unlocking the day’s vocabulary words.
A picture of a cluttered table will be posted on the board. The objects on
the table include different objects such as toiletries, snacks, and school
supplies.
Ask: “Do you want to have this kind of study table at home? If not, and if
you are given the chance to clean this table and put the items in these
three boxes, how will you group them?”
Note: The objects are moveable. The students need to put the items they
want to group together in a thought bubble above each box.
Then, after the students have grouped the items together, ask them how
they grouped the objects. Using the Holistic Approach, integrate the
organization of information in English through graphic organizers.
Relay the lesson’s objectives to the students integrating the three facets---
cognitive, affective, and psychomotor.
A. Extract the elements of a story through graphic organizers.
B. Establishing a purpose
for the lesson (Cognitive)
B. Devise a graphic organizer based on the story presented.
(Psychomotor)
C. Justify why organizing information is important. (Affective)
Before presenting four of the graphic organizers to be interactively
discussed, activate the students’ schema by asking them if they have
seen, or even made a graphic organizer before.
The following graphic organizers will be interactively discussed:
Brainstorming Freytag’s
Venn Diagram K-WL Chart
Web Pyramid
C. Presenting examples/
instances of the new Explicit Instruction will be the strategy used in this part. For every graphic
lesson organizer, the teacher will demonstrate how to fill it out.
Note: The chips given to the students during recitation vary based on the
question’s level of difficulty.
Literal Question: 1 point- Pepper pult
Inferential Question: 2 points- Red Stinger
Critical Question: 3 points- Phat Beet
(The theme “Plants vs Zombies 2” was thought of in line of the Science
Month Celebration, wherein the learners also study about plants. This is
done to make the learners aware of the importance of plants while
integrating the month’s theme.)
Afterwards, the students will finish accomplishing the graphic organizers,
considering the guidelines given by the teacher. The topics that will be
covered in filling out the graphic organizers will be about current events
D. Discussing new and Philippine culture, so that the students will acquire a deeper
concepts and practicing understanding of the aforementioned.
new skills
Then, to strengthen their understanding of the four graphic organizers
interactively discussed, there will be a quick recapitulation before taking
part in the group task.
E. Developing mastery Group the students into five.
(Leads to Formative
Assessment 3)
Through Differentiated Instruction, the students will exemplify their
mastery of the lesson.
After recalling the plot of story “The Prince and the Pauper”, which was
previously discussed in the class, the power groups will perform the
following tasks:
Group 1: DRESS-UP AND SIMULATION
Compare and contrast the two main characters in the story
through a Venn Diagram. Have two members dress up and
simulate Tom Canty and the Prince.
Group 2: NEWS REPORT
Fill out the K-W-L Chart based on the story viewed through a
newscast.
Group 3: SKIT
Create a Brainstorming Web based on the story viewed. Spice it
up by presenting it in a form of a skit.
Group 4: CREATIVE STORYTELLING
Identify the story’s plot through Freytag’s Pyramid. Do this
through creative storytelling.
The criteria in evaluating the performance tasks will be shared to the
students.
F. Making generalizations The students’ comprehension of the lesson will be checked through
and abstractions about Inquiry Approach. The students will be asked about the significant things
the lesson they learned from all the activities carried out.
Through the voice recordings played, answer the questions on a ¼ sheet
G. Evaluating learning of paper.
Assignment:
H. Additional activities for
application or Interview 10 people in your neighborhood. Ask them words or phrases
remediation related to the topic “technology addiction”. Organize their answers through
a Brainstorming Web.
PREPARED BY:
KIMBERLY ANN M. PARAS
Teacher I
NOTED BY:
JENNIFER S. LUMANUG
Principal I
