COT_DLP ENGLISH 6_SUMMARIZING INFORMATIONS HEARD BY MASTER TEACHER EVA M. CORVERA.doc

Grades 6
DAILY LESSON LOG
School MAYA ES Grade Level VI
Teacher EVA M. CORVERA Learning Area ENGLISH
Teaching Dates and Time FEBRUARY, 2019, 8:30-9:20 AM Quarter 4
I. OBJECTIVES
(ANNOTATIONS)
-PPST INDICATORS/ KRA OBJECTIVES/RUBRIC
INDICATORS TO BE OBSERVED DURING THE
CLASSROOM OBSERVATION
A. Content Standards Demonstrates understanding of text types for
comprehension.
B. Performance Standards Identifies story perspective of text elements.
C. Learning Competencies/ Objectives
Write the LC code for each.
Knowledge: Summarize the information from a text heard,
(ENGLC-IVf-2.23)
-Define what is a summary
-Create a summary from a given informational text
Skill: Perform the given tasks individually, by pair and by
group following the given house rules/standards/guidelines.
Attitude: Observe politeness at all times, (ENGA-IId-16)
PPST MODULE 7
KRA 3, OBJ. # 7
MT I-IV RUBRIC, INDICATOR 5
-Plans, manages and implements
developmentally sequenced teaching and
learning processes to meet curriculum
requirements through various contexts.
MOV--- Knowledge, skill and attitude or KSA is
applied in lesson planning objectives in order
to meet curriculum requirements based on
the Curriculum Guide/CG. Parts of the DLP are
based on the PPST Modules.
II. CONTENT/TOPIC Summarizing an Information From a Text Heard
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages English CG for Grade 6 page 138-139
2. Learner’s Materials pages
3. Textbook pages Essential English Work text 6 pages 356
Essential English Teacher’s Resource Material 6 pages 254-
255
4. Additional Materials from Learning
Resource (LR) portal

B. Other Learning Resources Pictures
Smart TV, laptop, power point presentation, activity cards,
meta cards, cartolina, realia, video clip
Video clip-A Visit To The Farm
https://www.youtube.com/watch?v=yIVufl8FN0E
PPST MODULE 9
KRA 3, OBJ. # 9
-Selects, develops, organizes and uses
appropriate teaching and learning resources,
including ICT, to address learning goals.
MOV---The difficult words and their meanings,
pictures, video and selections are presented
clearly through power point presentation.
MOV---Realia and printed materials like
activity cards are given on clear sheets of
cartolina and meta cards for the pupils to see
and read clearly.
IV. PROCEDURES
A. Reviewing previous lesson or presenting the
new lesson
*Giving of Classroom Rules ( tacked on the board)
* The 5 P’s:
1. Be Positive
2. Be Productive
3. Be Polite
4. Be Prepared
5. Be ResPectful
1. Be on time at the beginning of the day and after
lunch or recess breaks.
2. Come prepared with supplies and completed
assignments.
3. Be kind, polite and courteous to others.
4. Keep your hands and feet to yourself.
5. Be respectful of classmates, teachers and property.
6. Listen to the teacher and classmates, and follow
directions.
7. Work hard and always do your best.
8. Be safe.
9. Raise your hand when you would like to speak in class
or if you need to leave the classroom for any reason.
*Review: What is an Informational Text?
-Show through power point presentation.
PPST MODULE 5
KRA 2, OBJ. # 5
-Manages learner behaviour constructively by
applying positive and non-violent discipline to
ensure learning-focused environment.
MOV---To avoid and prevent misbehaviour,
house rules/ standards/guidelines are set
before the class starts or before doing an
activity.
PPST MODULE 2
-Applies a range of teaching strategies that
enhance learner achievement in literacy and
numeracy skills.
MOV---Literacy in giving and understanding
the meaning of words is shown during the
Unlocking of Difficulties.

*Unlocking of Difficulties:
--What is a summary?
(Power Point Presentation)
*Identify the meaning of the underlined words from the
choices given:
1. The country’s climate is ideal for growing grapes.
2. An ecosystem is comprised of all the non-living
elements and living species in a specific local
environment.
3. Corn production is a large part of the agricultural
industry in Cebu.
4. The flowers depend on bees for pollination.
5. Irrigation provides water to plants.
-the watering of land by artificial means to foster plant
growth and production.
-the transfer of pollen from a male part of a plant to a
female part of a plant
-the process of making or growing something for sale
or use
-the complex of a community of organisms and its
environment functioning as an ecological unit
-the usual weather conditions in a particular place or
region
PPST Module1
KRA 1, OBJ. # 1
-Applies knowledge of content within and
across curriculum teaching areas.
MOV---Science context is integrated in the
Unlocking of Difficulties.
B. Establishing a purpose for the
lesson/Motivation/Motive Questions
*Ask: Who has a farm? Have you visited a farm? What can
you see in the farm?
*Show a video clip entitled, “A Visit To The Farm”.
https://www.youtube.com/watch?v=yIVufl8FN0E
I have here a video clip showing how a good climate
contributes to healthy production of animals and plants in the
farm. Take note of the key points so we can give a summary
at the end.
Ask: What do you see in the video?
Are the animals and plants healthy? Why?
Why is it important to have healthy plants and animals?
PPST Module1
KRA 1, OBJ. # 1
MOV--- Contextualization, localization, gender
fair and integrations across learning areas like
Science and Araling Panlipunan and within
learning area like predicting outcomes are
observable.

Do you think there are enough food for the farmer’s
family? Why?
Do they need to buy food from the market? Why?
Who can save more money, the one with a farm or the
one without a farm? Why?
What food do you think is healthier to eat, the one you
grow or the one you buy from the market? Why?
What do you think is the climate of the place? Is it
hot/dry or rainy/wet? Too hot/too rainy? Or just
moderate?
What do you think will happen to the farmer’s farm if
the climate is not favourable for his plants and
animals?
What will happen to his farm if the climate is too hot or
too wet?
What is the video about? Who will try to give the
summary of the video?
PPST MODULE 3
KRA 1, OBJ. # 3
-Applies a range of teaching strategies to
develop critical and creative thinking, as well
as higher-order thinking skills.
MOV---The questions presented are arranged
from lower level to higher level thinking skills.
Pupils are challenge to think creatively.
C. Presenting examples/instances of the new
lesson
*Show a picture of a farm destroyed by a drought or a
storm.
Ask:
-What will happen to the plants and animals in a long
dry season or El Niño? What will happen to the plants
and animals in a long rainy season or La Niña?
PPST Module1
KRA 1, OBJ. # 1
MOV--- Contextualization, localization, gender
fair and integrations across learning areas like
Science and Araling Panlipunan and within
learning area like predicting outcomes are
observable.

-What could be the solution of this kind of problem?
-In what way does the government help in coping with
this kind of climate? Are there government programs
and projects that provide answers and solutions to
these problems?
-Why is there a need to prevent climate change? Why do
all living things need to adopt to climate change?
-What title can you give to these pictures?
-Giving the title is one way of summarizing the main
idea of the information given.
*Present pictures of climate change in slides.
Ask: How does climate change affect plants? Animals?
People? Food production? On availability of water? Health?

Ask: How will you summarize the information given through
these pictures? Can you give a title to these pictures or a
sentence?
D. Discussing new concepts and practicing new
skills #1
*Presenting the informational text through power point.
*We have tried giving summaries to information through
pictures and videos; now let us go to the main lesson which is
giving a summary to the informational text heard.
*Listen carefully, I will read to you an informational text
about climate change. Be ready to give the summary of the
text.
Climate includes patterns of temperature, precipitation,
humidity, wind, and seasons.
Climate change affects more than just a change in the
weather; it refers to seasonal changes over a long period of
time. These climate patterns play a fundamental role in
shaping natural ecosystems, and the human economies and
cultures that depend on them. Because so many systems are
tied to climate, a change in climate can affect many related
aspects of where and how people, plants and animals live,
such as food production, availability and use of water, and
health risks. For example, a change in the usual timing of
rains or temperatures can affect when plants bloom and set
PPST Module1
KRA 1, OBJ. # 1
MOV---Science concept like climate change
and noting details are integrated.

fruit, when insects hatch or when streams are at their fullest.
This can affect historically synchronized pollination of crops,
food for migrating birds, spawning of fish, water supplies for
drinking and irrigation, forest health and more.
*Noting the significant details of the informational text .
*Giving the summary of the selection heard.
1. What is the selection about?
2. In your own words, what is climate change?
3. Base on the information given, what are the effects
of climate change?
4. How does climate change affect plants? people?
Animals? Food production? Health?
5. How can you as an individual adopt to climate
change?
6. Why does climate change happen?
7. How are we, people including all living things survive
from climate change?
8. What can you do as individual to control climate
change?
9. What is the summary of the selection?
PPST MODULE 3
KRA 1, OBJ. # 3
-Applies a range of teaching strategies to
develop critical and creative thinking, as well
as higher-order thinking skills.
MOV---The questions presented to check
pupils’ comprehension are arranged from
lower level to higher level thinking skills.
E. Discussing new concepts and practicing new
skills #2
*Independent Practice:
*Listen to your teacher as he/she reads the following
passage and then answer the question.
*Special Reminders:
Be polite by listening attentively to the teacher during
the independent practice.
*Cats are affectionate, cuddly, and independent. Unlike dogs,
cats can stay on their own if you go away overnight. They do
not need to be walked, and can monitor their own food so
they don’t overeat. Also, cats do not bark, so your neighbors
won’t have any noise to complain about. If someone wants to
have a pet, a cat is a great choice!
PPST Module1
KRA 1, OBJ. # 1
MOV---Values like taking care of pets such as
cats and ants as hard workers are integrated in
the selections given.

Ask: Do you have pets at home? Do you take care of your
pets? Why?
The Summary of this passage is:
A. Cats are independent.
B. Dogs are a lot of work.
C. Cats are great pets.
D. Pets are hard work.
*Julie watched the ants as they carried small crumbs down
the trail to the anthill. She thinks ants are very hard working
and industrious little creatures. They always seemed busy,
and you never saw an ant just laying around doing nothing.
They were carrying food, building tunnels, or defending the
anthill. One thing you could say about ants is that they sure
aren't lazy.
Ask: How will you describe of the ants? Do you like the
ants? Why?
A. Ants carry many things.
B. Some ants may bite you.
C. Ants are hard workers.
D. Some ants help take care of the queen.
F. Developing mastery (leads to Formative
Assessment 3)
Guided Practice
Pair Share:
(Give activity sheets for each partner for them to read
and answer.)
Listen to your partner as he/she reads the
informational text and then answer the question.
Special Reminders:
Be polite by listening attentively with each other during
the pair share activity.
PPST Module1
KRA 1, OBJ. # 1
MOV---Values integration like generosity and
being safe in following directions are
integrated in the context of the selections
given.

1. Many people buy lottery tickets, but not many win.
Even fewer give away their prize. Paul Dela Cruz, a
fast food assistant manager, won Ph 5,000,000.00 in
the state lottery and decided to give the money to a
charity that adopts homeless and abandoned
children. The charity director could not believe Paul’s
generosity. Paul didn’t think it was any big deal. “The
kids need it more than I do,” he said.
A. The state lottery
B. The dangers of gambling
C. One man’s generosity
D. Pick the winning number
2. Lester was lost. He didn’t know where he was, or how
to get where he was going. He had left the directions
at home and he didn’t have a map. Now, he was in a
strange neighborhood and he was confused. If he
could find a familiar landmark, he might figure things
out.
A. Wanting a map
B. Lester was lost
C. Getting directions
D. On his way to the party
*Checking of answers:
*There are 18 pairs,
in passage # 1, how many answered letter A? B? C? D?
-the correct answer is letter C
in passage # 2, how many answered letter A? B? C? D?
-the correct answer is letter B
G. Finding practical applications of concepts and
skills in daily living
*Differentiated Activity in four groups with 9 to 10
members, each group will have a leader.
House Rules/Standards/Guidelines:
PPST MODULE 5
KRA 2, OBJ. # 5
-Manages learner behaviour constructively by

(Follow the mnemonic/memory device.)
G- Give thoughtful feedback
R- Respect others & their thoughts
O- On task all the time
U- Use soft voices
P- Participate actively
S- Stay with your group
Rubrics in Participation/Group Activities:
POINTS INDICATORS
5 -Shows eagerness and cooperation to do the
task, participate actively, do great help to the
group
task, good followers only
3 -Participated but late, with teacher’s supervision
2 -Activity was done but does not show eagerness
to participate or cooperate
1 -No interest in participating the activities
Special Reminders to pupils before doing the activity:
1. Be polite by listening attentively with each other
during group activity.
2. Group planning and sharing is 10 minutes only while
group presentation is 2 minutes or less.
Group 1-Read the selection, then decide among members
what to DRAW to show the summary of the informational
text given. Use the materials provided in the activity. Publish
when done and explain your presentation.
Group 2- Read the selection, then decide among members
what actions to PLAY to show the summary of the
informational text given.
what TITLE can best summarize the informational text given.
Write the title in manuscript form observing correct
applying positive and non-violent discipline to
ensure learning-focused environment.
MOV---To minimize and prevent
misbehaviour, house rules/
standards/guidelines are set before doing the
activity.
MOV---Learners are given positive feedback
after each group sharing.
PPST MODULE 6
KRA 2, OBJ. # 6
-Uses differentiated, developmentally
appropriate learning experiences to address
learners’ gender, needs, strengths, interests
and experiences.
MOV---The learners are given differentiated
activities according to their strengths and
interests.
MOV---By applying differentiated activities
with rubrics, learners are ensured of their
active participation.

capitalization on the meta cards provided, and then publish.
what SENTENCE can best summarize the informational text
read. Write it on a correct cursive writing on the meta cards
provided, and then publish.
*It started when they got to the bears. Peter felt tired and his
stomach hurt. He dragged himself over to see the elephants,
which were eating from a stack of hay. Normally, the
elephants were his favorite. Without much interest, Peter
followed his classmates to the camels, which were busy
swatting flies with their tails. Peter knew he should be having
fun at the zoo, but he just felt terrible and all he wanted to do
was lie down and rest. Even the lions and tigers did not
interest him now.
Rubrics in Participation/Group Activities:
POINTS INDICATORS
task, participate actively, do great help to the
group
task, good followers only
3 -Participated but late, with teacher’s supervision
2 -Activity was done but does not show eagerness
to participate or cooperate
1 -No interest in participating the activities
Group Presentations
- not to exceed 2 minutes for each group presentation
(Learners are given utmost recognition in the task they are
presented.)
H. Making generalizations and abstractions about
the lesson
Ask:
1. What is a summary?
2. How do we summarize an informational text heard?
PPST MODULE 10
KRA 4, OBJ. 10
Designs, selects, organizes and uses

3. Did you follow the given house rules when
performing the task given to you?
4. Did you show politeness by listening attentively with
your partner and your teacher during the individual
activity, pair share activity and group activity? Why is
politeness important?
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements.
MOV—Formative questions are raised to
learners to diagnose how far they have
learned or if the objectives of the lesson are
carried.
I. Evaluating learning Evaluation:
Direction: Listen to your teacher as he/she reads the
following passage and then answer the question.
Tomorrow is Jill's birthday. She is excited because she gets to
pick where she will eat dinner. Will it be Mexican food at the
Big Enchilada House? Or will it be fried chicken at the Chicken
Shack, or a big cheeseburger at Al's Hamburger Palace. She
just couldn't decide. Then there was always the Pizza Shop
with that great pepperoni pizza. How would she ever decide?
Maybe she would just flip a coin.
1. The Summary of this passage is:
A. Jill has many restaurants to choose from for her birthday.
B. Jill loves Mexican food.
C. The Pizza Shop has the best pizza in town.
D. Jill will choose a place by flipping a coin
For the walls, Jenny thought she would use a bright yellow
paint. She would pick a border that had mostly bright red and
green colors, and maybe a little bit of blue. She already had
found some curtains that were sky blue with streaks of red,
blue and yellow that she thought would go great with the
walls. And finally, she had picked a carpet that was mostly
blue with specks of red and yellow. Jenny couldn't wait till
she was done decorating her room. It was really going to look
awesome.
A. Jenny likes bright colors.
PPST MODULE 10
KRA 4, OBJ. 10
-Designs, selects, organizes and uses
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements.
MOV---The use of formative assessment
consistent with curriculum requirements is
followed in order to interpret the result of the
learners’ progress.
PPST MODULE 11
KRA 4, OBJ. 11
Monitors and evaluates learners’ progress and
achievement using learners’ attainment data.
MOV—Results of evaluation are monitored
and reflected on the Learners’ Data in order to
support and assess learners’ progress and
achievement.

B. Jenny was going to paint her room.
C. Jenny was picking out colors and materials to decorate her
room.
D. Yellow is a good color to paint your walls.
Right now Jason was playing right field. He really wanted to
play third base. Earlier this year, coach had put him in left
field and second base in a game, but never at third base.
Once in practice, coach let him play third base, but he kept
missing ground balls. When he did stop one, he made a bad
throw to first base. Maybe if he kept practicing, Jason would
be good enough to play third base. That was his dream.
A. Jason really wanted to play third base.
B. Jason was the best player on his team.
C. Jason had trouble catching ground balls.
D. Jason was too lazy to practice.
The first book Chris read in fifth grade was about a lost kitten.
Then he read a book about a family of bears, and then he
read about a wild kangaroo in Australia. It seems every book
Chris reads is about animals. Last week he found a good book
about snakes and reptiles, and another book about
elephants. Today Chris went to the library, and he checked
out a book about dolphins, whales and other animals that live
in the sea.
A. Chris likes kangaroos.
B. Chris is in the fifth grade.
C. Chris reads a lot of books about animals.
D. Dolphins and whales live in the sea.
*Checking of answer sheets, monitoring the scores and
submission of papers for recording is done right away after
the test to interpret the result of the learners’ progress.
J. Additional activities for application or Assignment:

remediation Look for a passage and then write your own summary of it in
a sheet of paper. Be able to share/read the passage and the
summary in class tomorrow.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
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 worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by:
EVA M. CORVERA
Master Teacher 2
Maya ES, Daanbantayan II
Cebu Province

It started when they got to the bears. Peter felt tired and his stomach hurt. He dragged himself over to see the elephants, which were eating from a stack of hay. Normally,
the elephants were his favorite. Without much interest, Peter followed his classmates to the camels, which were busy swatting flies with their tails. Peter knew he should
be having fun at the zoo, but he just felt terrible and all he wanted to do was lie down and rest. Even the lions and tigers did not interest him now.
Summarize this passage:
A. Peter's favorite animals were the elephants.
B. The camels were swatting flies with their tails.
C. It was really hot at the zoo.
D. Peter didn't enjoy the zoo because he felt really bad.
To summarize, you must listen to a passage closely, finding the main ideas and supporting ideas. Then you must briefly write down those ideas in phrases, or one or
more sentences.
(Climate change refers to extreme wet and extreme dry weather or climate that could result to imbalance of the ecosystem.)

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