School: AMONTAY ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 10 Teacher: GENCEL ANN V. LAZARTE Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: JULY 29 – AUGUST 2, 2024 (WEEK 1) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Relate an experience appropriate to the Demonstrates understanding of Compose clear and coherent
occasion. various linguistics nodes to sentences using appropriate
comprehend various texts grammatical structures:
Pluralization of regular nouns
B. Performance Standards Infer meaning of idiomatic expressions Analyzes text types to
using context clues. effectively understand
information/message(s)
C. Learning Competencies Listening Speaking Reading Speaking
Analyze sound devices Derive meaning of common idioms Analyze sound devices Compose clear and coherent
(onomatopoeia, alliteration, through text. (onomatopoeia, alliteration, sentences using appropriate
assonance, personification, assonance, consonance) grammatical structures:
irony and hyperbole) in a text Pluralization of regular nouns
heard
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-2.3.8 En6v-Ia-2.3.1 ENGRC –IA 2.3.1
II. CONTENT Analyzing sound devices Inferring meaning of idiomatic expression Analyzing sound devices Composing clear and
(Subject Matter) (onomatopoeia, alliteration, using context clues. (onomatopoeia, alliteration, coherent sentences using
assonance, personification, assonance, consonance) appropriate grammatical
irony and hyperbole) in a text structures: Pluralization of
heard regular nouns
III. Learning Resources
A.References
1.Teacher’s Guide Pages Curriculum Guide PELC III 3.3
EN6LC-Ia-2.3.1 –
EN6LC-Ia-2.3.8
2.Learner’s Materials Pages English for All Times 6 Growing in English 6 (Reading), pages English for all times (Reading), English For You and Me
(Reading) pp.144-147 228-229 pages 144-146 (Reading) pp. 46-48
3.Textbook Pages English For You and Me
(Reading) pp. 51- 52
4. Additional Materials from Learning Resources Using Figurative Speech, lrmds Using Figurative Speech, lrmds
(LR) Portal)
B.Other Learning Resources Copy of poem, pictures, videos charts/paragraph, pictures Pictures, charts
IV.PROCEDURES
A.Review Previous Lessons Tell the figure of speech used in each What do you see in the picture? Read the following sentences
1. Spelling drill # 1 expression as simile, personification, Can you imitate the sounds of written on a piece of paper to
2. Say: Do you love to read hyperbole, or onomatopoeia. it? be given by your group. The
poems? 1. The moon rose from its sleep. teacher will ask the class to
2. The princess is as lovely as a read the underlined
rose. words.Say: class these are
3. The wings flapped and flapped. regular nouns.
4. I could kill you for tickling me.
 5. You’re an angel sent from
heaven.
B. Establishing purpose for the Lesson What makes a poem different The purpose of the lesson is for the Explaining the pupils what to do Say;Class our lesson for
from other literary piece? pupils to relate an expression to the today is composing clean and
occasion and infer meaning of idiomatic coherent sentences using
expressions using context clues. appropriate grammatical
structures; pluralization of
regular nouns.
C. Presenting examples /instances of the new Let the students listen to the Children, listen how I speak to you! Class our lesson for today is The woman was crying.
lessons poem Clouds (The teacher speaks with a very loud about the sound devices using
voice saying: Children, listen to me! onomatopoeia, alliteration and
Then, in a gentle manner, say again the assonance
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?
D. Discussing new concepts and practicing new Answer the questions after the Unlocking Difficulties What is alliteration? 1. What is the regular nouns
skills #1. poem. “Hidden Words” used in the first example?2.In
Find the word described by the phrases Alliteration happens when the second example,what is
from the row of letters at the left. Encircle words that start with the same the regular noun used?
the word you find within. sound are used close together
in a phrase or sentence. The
a. raharshlmo- irritating; offensive sound is usually consonant and
b. daccentson- a modulation of the words don’t have to be
the voice always right next to one
c. caremaingep- to remember; to another.
stay Original File Submitted and
d. msgrievetlos- fail; cause of Formatted by DepEd Club
pain; sadness Member - visit depedclub.com
e. thecare- wornte- harassed with for more
troubles or worries
f. meatdepartment- to leave; to
go away
g. reneternityork- endless or
limitless time
h. armarke- to inflict serious bodily
harm on; destroy
E. Discussing new concepts & practicing and Identify the sound devices used Presentation What is an Onomatopoeia? Say.Example in #1 is
concern to new skills #2 in the poem Read the poem altogether. pluralization of regular nouns.
Onomatopoeia is when a word’s
SPEAK GENTLY pronunciation imitates it’s
-David Bates sound.

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;

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.

F.Developing Mastery (Leads to Formative The teacher will give more Analysis and Discussion The teacher will give more Have a draw lots on who are
Assesment 3 examples of texts using the sample of sound devices going to present their answer
different sound devices a. What is the poem all about? (onomatopoeia, alliteration, first. Group 1.Complete each
b. What do the following phrases assonance.) sentences using the regular
mean? nouns. (etc.)
- ‘Tis a little thing dropped in the Which example / sentence
heart’s deep well. imitates it’s sound?
- Rule by love; rule by fear
- It’s love be sure to gain Which sentence start with the
same sound are used closed
- Teach in accents soft and mild
close together in a phrase or
- Care- worn heart sentence?
- Sands of life are nearly run
- Let such in peace depart
- Heart’s deep well
- Eternity shall tell
c. How do we learn the meaning
of each phrase? What help us
understand it?
d. We learn the meaning of
phrases through the context of
the poem. These are called
idioms.
e. What are the importance of
idioms?
G. Finding Practical Applications of concepts and The teacher will present Read and analyze the sentences. The teacher will present new Pandora’s Box Pick one strip
skills in daily living sentences using different sound Underline the idioms used in each. sentences to analyze the of paper and choose the
devices and the students will a. The foreigner can easily get sounds devices. correct noun to be used. (Use
identify the figure of speech along with the native. different colored papers)
used b. The sampaguita in your car
gives off a sweet smell.
c. Eden has a very attractive
getup.
d. My mother looks forward to the
coming of my sister from
 Hawaii.
e. We have to look up to our
parents.
H. Making Generalizations & Abstractions about What an onomatopoeia? What are idioms? Idioms are words/ What is onomatopoeia? How do we form the plural
the lessons Alliteration? Assonance? phrases used in a way that is different Alliteration? Assonance? forms of regular nouns?
Personification? Irony? from the usual dictionary meaning of
Hyperbole? each word that make it up. Idioms can
liven up your writing. To figure out the
meaning of idioms, use context clues and
individual word meanings.
I.Evaluating Learning Tell what figure of speech is Choose the right idiom below to complete Read and analyze the sound Write 5 sentences using
used in each of the following the sentences. devices used in the sentences plural form of regular nouns.
sentences. (onomatopoeia, alliteration,
1. Lina is very happy. She must have assonance)
_________.
2. Ading is a very bright boy. In fact, he 1. The early bird catches the
belongs to the ______ in his school. worm.
3. Mother Theresa was ine lady 2. The squeaky wheel gets the
_________. grease.
4. Even if it is raining, the class will 3. Go and mow the lawn.
______ with their exposure trip. 4. The cows in the pasture
5. Mother will go to the market, so I’ll stay mooed loudly.
to ______ my baby sister. 5. The doors in the old house
6. It takes one with an _____ to accept creaked as the wind blew
other’s opinions calmly. through the broken windows.
7. Litowill ______ his right to play in the
basketball team.
8. A famous basketball player was invited
to _____ on the opening day of the
sportsfest.
9. When the victim ______, the police
was able to identify the suspects.
10. If you want to _______ in the class,
you have to study hard.

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
J. Additional activities for application or For those pupils who got 74% Give the meaning of the idioms in each List down sentences with sound Give examples of sentences
remediation and below, the teacher has sentence and use it in a sentence. devices (onomatopoeia, using pluralization of regular
prepared activity that will make 1. The fatal blow of Kid Kidlat alliteration, assonance) nouns.
the pupils understand the killed his opponent.
concept of the lesson 2. The cold war between the girls
was reported by the boys to
their teacher.
3. Our teacher put an end to the
 negative relationship of the
girls.
4. Her beauty made her stand out
in the crowd.
5. My allowance was cut down by
my mother because I overspent
my pocket money.
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?

Prepared by: Checked and Verified by:

GENCEL ANN V. LAZARTE MICAH R. TABANO

Teacher I/ Adviser TIC/ T- III