1. GRADE 6
DAILY LESSON
PLAN
School Grade Level VI
Teacher Learning
Area
ENGLISH
Teaching
Date and
Time
February6,2022 / 9:00-9:50 AM Quarter 2nd
QUARTER
I. OBJECTIVES To sequence the events in chronological order
To appreciate the orderliness
To follow instructions
A. Content Standards Demonstrates understanding of various verbal elements in orally communicating
information.
B. Performance
Standards
Prepares for and participates effectively in a range of conversation and collaboration
with diverse partners, building on others’ ideas and expressing their own clearly and
persuasively
Edits text using appropriate text types for a variety of audiences and purposes
C. Learning
Competencies/
Objectives
Oral Language
Use an appropriate strategies to keep a discussion going
Write LC code for each EN6SS-IIe-3
II. CONTENT Making A Stand In Every Decisions Made
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide/Pages
MELC
2. Learner’s Materials
Pages
ESSENTIAL ENGLISH, SLM
3. Textbook Pages Pages 257-264
4. Additional
Materials from
Learning Resource
(LR) portal
English DLP
B. Other Learning
Resources
TV, Notebook computer, Meta strips, piece of the story
https://www.youtube.com/watch?v=8rvGUevGxDk
https://en.wikipedia.org/wiki/Visual_literacy
https://nrich.maths.org/1132
http://mathworld.wolfram.com/LatticeMethod.html
http://explore.museumca.org/goldrush/curriculum/we_accuse/tgrouprubric.html
https://www.helpteaching.com/questions/Sequencing_of_Events/Grade_3
Classroom Rules Flash the classroom rules
* The 5 P’s:
1. Be Positive
2. Be Productive
3. Be Polite
4. Be Prepared
5. Be Peaceful
1. Off the microphone and open your camera.
2. Be an active learner and be a good listener.
3. Be respectful to your classmates and teachers.
4. Follow directions.
5. Work hard and always do your best.
6. Click the raise hand button when you would like to speak.
IV. PROCEDURES
A. Reviewing
previous lesson or
presenting the new
lesson
Let the pupils watch the Life Cycle of a Butterfly
https://www.youtube.com/watch?v=8rvGUevGxDk
2. B. Establishing a
purpose for the
lesson
Let the pupils read the story of The Very Hungry Caterpillar
The Very Hungry Caterpillar by Eric Carle
In the light of the moon a little egglays on
a leaf .
One Sunday morning the warm sun comes up and – pop! –
out of the egg comes a tiny and very hungry caterpillar .
He starts to look for some food.
On Monday he eats one apple, but he is still hungry.
On Tuesday he eats two pears, but he is still hungry.
On Wednesday he eatsthree plums, but he is still
hungry.
On Thursday he eats four strawberries, but he is
still hungry.
On Friday he eats five oranges,but he is still
hungry.
On Saturday he eats one piece of chocolate cake ,one ice
cream , one pickle ,
one slice of cheese , one slice of salami ,
one lollipop , one piece of cherry pie , one sausage ,
3. one cupcake, and one slice of watermelon .
That night he has stomachache !
On Sunday the caterpillar eatsone nice green leaf ,and he
feels much better.
Now he isn’t hungry– and he isn’t a little caterpillar. He is a big fat
caterpillar.
He builds a small house, called a cocoon .
He stays in the cocoon more than two weeks. Thenhe
comes out………and…...
………..he is a beautiful butterfly !
C. Presenting
examples/instances
of the new lesson
The teacher will let the pupils to watch the story in class while pupils are encouraged to
listen attentively.
“The King and the Singing Bird”
Once upon a time, there was a bird that had a beautiful voice. The bird lived at the
top of the tallest tree in the forest. Every morning, the bird sang so beautifully that all the
animals in the forest felt glad to be alive.
One day, the bird far-away sang so loudly and happily that the king in his castle
heard the beautiful melody. “I want that bird,” shouted the king, who was used to getting
his own way. Hunters brought the bird in a cage to the king.
“Sing for me,” announced the king.
The bird refused.
“Then I’ll eat you for dinner,” said the king.
The cook was afraid but the bird told her not to worry. “Even a king cannot destroy a
beautiful idea,” the bird said.
The cook gently stroked the bird before putting it into the pot. At dinner, the king ate
the bird. The king started to swell up. He got the wickedness of his life poured out to him
from all over the land.
Then, the people in the kingdom heard a song more beautifully than any they have
ever heard before.
- adapted
Let us understand the story well by answering some questions.
1. What is fascinating about the bird?
2. What did the king want from the bird?
3. Did the bird sing for the king?
4. When the bird refused to sing, what did the king say?
5. How did the cook feel about the bird?
6. What happened to the king after eating the bird?
7. Finally, what happened in the kingdom?
4. D. Discussing new
concepts and
practicing new skill #1
The teacher will show the chain of events. Use these guide questions to sequence the
events in the story.
CHAIN OF EVENTS
Beginning
1. What is the first event?
2. What is the second event?
3. What is the third event?
4. What is the fourth event?
5. What is the fifth event?
6. What is the sixth event?
7. What is the seventh event?
Guided Practice
Pupils will be divided into 3 groups. (Red Team, Yellow Team and Blue Team)
Each group will be given a link for their activities.
They will be given an event to form a story. They will arrange the events in order.
As a class, they will go over their work, as they order the events by using the
sequencing words (first, second, next, then, last).
Teacher Rubric for Group Work
This rubric will be used to evaluate your group's work as a team.
Criteria
Beginning
1 point
Developing
2 points
A ccom-
plished
3 points
Exemplary
4 points
Contribution
One or more
members do
not contribute.
All members
contribute, but
some contribute
more than others.
All
members
contribute
equally.
All members
contribute
equally, and
some even
contribute
more than was
required.
Cooperation
Teacher
intervention
needed often
to help group
cooperate.
Members work
well together some
of the time. Some
teacher
intervention
needed.
Members
work well
together
most of
the time.
All members
work well
together all of
the time; assist
others when
needed.
On
task
Team needs
frequent
teacher
reminders to
get on task.
Team is on task
some of the time.
Needs teacher
reminders.
Team is on
task most
of the
time. Does
not need
any
teacher
reminders.
Team is on
task all ofthe
time.
Does not need
any teacher
reminders.
Communication
Members
need frequent
teacher
intervention to
listen to each
other and
speak to each
other
appropriately.
Members need
some teacher
intervention to be
able to listen to
each other and
speak to each
other
appropriately.
All
members
listen to
each other
and speak
to each
other in
equal
amounts.
Each member
listens well to
other
members.
Each member
speaks in
friendly and
encouraging
tones.
Team members: ___________________________________________
Group 1: The Red Team will form a train with the correct order of events.
Group 2: The Yellow Team will form a caterpillar with the correct order of events.
Group 3: The Blue Team will form a stairway with the correct order of events.
All teams will be graded with the use of rubrics.
FirstEvent
Second Event
Third Event
Fourth Event
Fifth Event
Sixth Event
Seventh Event
5. Use the transitional marker First, Next, Then, After, and Finally to form a short
story.
Going Fishing
_________They go the garden and look for worms.
_________They throw their fishing rods into the river.
_________They go fishing.
_________They get their fishing rods.
_________They get an empty can
Going to Market
_________At the market, she goes from stall to stall.
_________Mother gets her market basket and her market list, too.
_________She looks for fish, meat, and vegetables to buy.
_________Mother goes home happily.
_________Soon her basket is full.
Cooking with Father
_________Father washes the fish.
_________He cuts the fish into pieces.
_________He fries the pieces of fish.
_________He puts salt on the pieces of fish.
_________He puts the cooked pieces of fish in a platter.
E. Discussing new
concepts and
practicing new skill #2
The teacher will show the other tricks in multiplications and they can do that by following
instructions clearly.
1. 3x15=N
0
3
1
5
3
N= 45 4 5
0
2
0
3
1
2
1
8
2. 23x16=N 1
6
N= 368 3 6 8
3. 214x31=N
0
6
0
3
1
2
0
2
0
1
0
4
3
1
6 6 3 4
N= 6634
First, draw a square depending on your factors.
For example, for the following factor that you have two digits by one digit. So, you have to
draw two squares. If it is two by two digits, you have two draw four squares. If it is three
digits by two digits, then you have to draw six squares.
Second, put your greatest factor at the top. And put the least factor at the right sides.
Third, draw a diagonal line for every square.
Next, do the Multiplication. Put zero for single digit product.
Then, add the numbers together diagonally.
Finally, put together the answer by left to right. And that is the product of the two
factors.
1 5
2 3
2 1 4
6. F. Developing mastery
(Leads to Formative
Assessment)
How did you arrange the events?
What guided you to arrange the events?
What words in the guide questions were used to help you note the order of events?
G. Finding practical
applications of
concepts and skills in
daily living
In what instances do you show your concern for God’s creations?
How should we regard God’s creation?
H. Making
generalizations and
abstractions about the
lesson
To sequence ideas is to arrange them in successive and logical order.
There are several ways of sequencing ideas.
1. Chronological order – where the sequence is based on time or when the events
happened.
2. Processes or Instructions on how to do things
I. Evaluating learning Read all the sentences. Decide which sentence should come first. Then, arrange the
rest of the sentences in proper order. Use numbers to show the sequence. Copy the
correctly arranged sentences to form a paragraph.
Matt wrote about how to make a sandwich. What is the correct sequence for his
sentences?
1 Finally, put your bread together and take a bite!
2 Next, peanut butter needs to be smoothly spread on the bread.
3 First, you need to get out two slices of bread.
4 Do you want to know how to make a peanut butter and jelly sandwich?
5 Then, spoon some jelly on top of your peanut butter.
J. Additional activities
for application or
remediation
Think of one of the most unforgettable decision that you have made without regret. Write
in 3 paragraphs with 3-5 sentences.
IV. REMARKS
V. REFLECTION
No. of learners who
earned 80% on the
formative assessment
No. of learners who
require additional
activities for remediation
Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
