School: SALUYSOY INTEGRATED SCHOOL Grade Level: 6

GRADES 1 to 12 Teacher: ALEXANDRA H. DE VEGA Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates: OCTOBER 10-14, 2022 Quarter: FIRST (WEEK 9)

Monday Tuesday Wednesday Thursday Friday

10:40-11:30-M. Ponce 10:40-11:30-M. Ponce 10:40-11:30-M. Ponce 10:40-11:30-M. Ponce 10:40-11:30-M. Ponce
1:00-1:50-A. Bonifacio 1:00-1:50-A. Bonifacio 1:00-1:50-A. Bonifacio 1:00-1:50-A. Bonifacio 1:00-1:50-A. Bonifacio
1:50-2:40- J.P. Rizal 1:50-2:40- J.P. Rizal 1:50-2:40- J.P. Rizal 1:50-2:40- J.P. Rizal 1:50-2:40- J.P. Rizal
I. OBJECTIVES Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies.
These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to
find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads various
text types of materials to serve learning needs in meeting a wide range of life’s purposes.

B. Performance Standards: The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads various
text types of materials to serve learning needs in meeting a wide range of life’s purposes.
C. Most Essential Learning Interpret the meaning Interpret the meaning Interpret the meaning Make connections
Competencies/Objectives: suggested in visual media suggested in visual suggested in visual between information
Write the LC Code for each through a focus on visual media through a focus media through a focus viewed and personal
elements, for example, line, on visual elements, for on visual elements, for experiences
symbols, color, gaze, framing example, line, symbols, example, line, symbols, (EN6VC-IVd-1.4)
and social distance color, gaze, framing and color, gaze, framing and
(EN5VC-IIIf-3.8) social distance social distance
(EN5VC-IIIf-3.8) (EN5VC-IIIf-3.8)

Sub-Competency: Interpret the Sub-Competency: Interpret Sub-Competency: Interpret

meaning suggested in visual the meaning suggested in the meaning suggested in
media through a focus on visual visual media through a focus visual media through a focus
element: Line on visual element: Symbols on visual element: Color
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT LINE SYMBOLS COLOR Making Connection QUIZ DAY
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages N/a

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 2. Learner’s Materials
Activity Sheets Week 6 Activity Sheets Week 6 Activity Sheets Week 6 Activity Sheets Week 6
Pages
3. Textbook Pages Joy in English Joy in English Joy in English Joy in English
4. Additional Materials N/A N/A N/A N/A
from Learning
Resource (LR) portal
PPT, Powepoint, Chalk, PPT, Powepoint, Chalk, PPT, Powepoint, Chalk, PPT, Powepoint, Chalk,
B. Other Learning Resources PPT, Powepoint, Chalk, Laptop
Laptop Laptop Laptop Laptop

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
IV. PROCEDURES learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous The teacher will have a 5-item The teacher will have a 5-item The teacher will have a 5-item The teacher will ask
Lesson or Presenting the spelling drill. Afterwards the spelling drill. Afterwards the spelling drill. Afterwards the her students about
New Lesson teacher will review the lesson they teacher will review the lesson teacher will review the lesson the lesson yesterday.
had tackled last week. they had yesterday they had yesterday.

Write your 5 interpretations on

the meaning suggested in the
visual media below through a
Read the sentences and
focus on lines.
write real or make - believe
on the blank. Write your
answers on a separate
sheet of paper.
______ 1. Eagles can speak
clearly.
______ 2. Covid 19 is a
dangerous virus.
______ 3. The caterpillar can
swim fast.
______ 4. I drink milk every
night.
______ 5. Face mask is
important nowadays.

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B. Establishing a Purpose for Look at the given pictures Let us interpret the words The picture below is an
the Lesson below. Can you identify the visual media and its example of an Editorial
lines used? elements to understand Cartoon about the
COVID-19 response in the
better the lesson.
Philippines. Examine it
3 and identify the message
 Visual Media - refers to it is trying to convey:
materials, program
application and the like
that teachers and students
use to formulate new
information to aid learning
through the use, analysis,
evaluation and production
1. What is the message
of visual images.
behind the editorial
 Visual Elements - are the cartoon above?
building blocks or basic 2. Do you agree on what it
unit in the construction of a conveys?
visual image. 3. What is your
1. Line - describe a shape experience in the given
or outline. It can create situation?
texture and can be thick or 4. Was your experience
thin. May be actual, similar to what is
portrayed in the cartoon?
implied, vertical, horizontal, If yes, in what way?
diagonal or contour lines.
2. Shape - usually
geometric area that stands
out from the space next to
or around it, or because of
differences in value, color,
or texture. May also be
organic.
3. Value - the degree of
light and dark in a design.
It is the contrast between
black and white and all the
tones in between. Can be
used with color as well as
black and white. Contrast
is the extreme changes
between values.
4. Texture - the way a
surface feels or is perceived

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 to feel. Can be added to
attract or repel interest to a
visual element. The illusion
of the surfaces peaks and
valleys, resulting in a
feeling of smoothness or
roughness in objects.

C. Presenting Visual symbols – are 5. Color - determined by its

Examples/Instances of representations of direct reality hue (name of color),
the Lesson which comes in the forms of signs intensity (purity of the hue),
and symbols. and value (lightness or
 Every visual symbol conveys darkness of hue). Color and
meaning/s. color combination can play
 Visual symbols are informative. a large role in the design.
Symbols – are things that May be used for emphasis,
represents or stands for or may elicit emotions from
1. What is the boy in the
something else, especially a viewers. Maybe warm, cool, picture doing?
material object representing or neutral as its properties. 2. What is he thinking
Plays a major role in visual about?
something abstract.
perception as it influences 3. Is he thinking of things
Study the given symbols from
or reacts about the world that are related to what
different visual representation he is doing?
around. It is important to
create color palettes that 4. Does he look like he is
evoke the appropriate focused on what he is
doing? Why?
audience reactions.

6. Form - a figure having

volume and thickness. An
illusion of a 3 - dimensional
object can be implied with
the use of light and
shading. Can be viewed
from many angles

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D. Discussing New Concepts Arrange the jumbled words Our experiences,
and Practicing New Skills and define or explain each knowledge, emotions, and
#1 briefly. Write your answers on understandings affect
a separate sheet of paper. how we learn things.
1. Lasuiv amedi Good readers are able to
__________________ draw on these things in
2. Ertutex order to further
________________________ understand what they are
3. Morf reading and make
________________________ connections out of them.
4. Rocol By learning how to
________________________ connect a text, we get to
5. Espha have a better
________________________ understanding on the
things we read, thus,
making it more
meaningful.
Read the story below and
see how it can be related
to your own.

The ability to connect a

text to our own
experiences help us
comprehend them better.
In order to do this, you
may ask the following
questions to yourself:
a. What does this remind
me in my life?
b. How is this similar in
my life?
c. How is this different
from my life?
THE BOY WHO CRIED
WOLF
A Fable by Aesop
There once was a boy who
kept sheep not far from
the village. He would often
become bored and to
amuse himself he would
call out,
"Wolf! Wolf," although
there was no wolf about.
The villagers would stop
what they were doing and
run to save the sheep

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 from the wolf's jaw. Once
they arrived at the
pasture, the boy just
laughed. The naughty boy
played this joke over and
over until the villagers get
tired of him.
One day while the boy
was watching the sheep, a
wolf did come into the
fold. The boy cried and
cried,
"Wolf! Wolf!"
No one came. The wolf
had a feast of sheep that
day.
5
d. Has something like this
ever happened to me?
e. How does this relate to
my life?
f. What were my feelings
when I read this?
g. Have I changed my
thinking as a result of
reading this?
h. What have I learned?

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided. by demonstration of
IV. PROCEDURES learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences
and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts Visual Symbols are Remember that visual media refers
and Practicing New Skills representation of direct to materials, programs, applications
#2 reality which comes in the use to formulate new information to
form of signs and symbols. aid learning. There are
 Every visual symbol
conveys meanings.
 Visual symbols are
informative.
 Symbols may represent
something else, especially a
material object representing Comprehension
something abstract Questions:

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 1. What is the story
about?
2. What lesson can we
get from the story?
3. Can you recall a time
when something similar
happened to you or to a
person you know?
F. Developing Mastery How are you feeling today? Match the meaning suggested in Fill in the blanks with the Read the stories below and
(Leads to Formative Use lines to show how you the symbols from column A to correct answer. Write your answer the Graphic
Assessment 3) answers on a separate sheet of Organizers that follows. Write
are feeling today. Do this column B. Write your answers in
your answers on a sheet of
on a sheet of paper. a separate sheet of paper. paper.
paper.
1. __________can be added to TEXT A
attract or repel interest to a The Lion and the Mouse
visual element. A Fable by Aesop One day a
2. __________ describe a shape lion was awaken from his
or outline, can create texture afternoon nap by a group of
and can be thick or thin. mice scurrying all about him.
Swat! went his huge paw upon
3. __________ usually organic
one of the little creatures. The
or geometric area that stands mouse pleaded for mercy from
out from the space next to or the stately beast. The lion took
around it, different in value, compassion upon the tiny
color or texture. mouse and released him. A
4. A figure having volume and few days later, the lion
thickness is ________________. became trapped in a hunter's
5. It maybe warm, cold or net. His roars made the whole
forest tremble. The little mouse
neutral, and plays a major role whose life was spared
in visual approached the lion in the
perception._______________ snare and used his sharp little
6. The degree of light and dark teeth to gnaw the strong ropes
in a design, it is the contrast until the lion was free.
between black and white and
all the tones in between is
________.
7. _____________ are the
building blocks or basic unit
in the construction of a visual
image.
8. _____________refers to
materials, programs,
application and the like that
teachers and students use to
formulate new information.

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 9. ______________ used for
emphasis or may elicit
emotions from viewers.
10. _____________ illusion of
the surfaces peak and valleys,
resulting in a feeling of
smoothness or roughness in
objects.
A. Finding Practical Create a visual representation of How important is water to us? Do you pray every day, before Examine the picture below.
Applications of Concepts your own self or family using sleeping and after waking up? Use Answer the questions that
Write your own interpretation
and Skills in Daily Living lines and interpret its suggested the different visual elements to follow. Write your answer
meaning. Do this in a separate on the visual symbols shown show the things that you are on a sheet of paper.
sheet of paper. in the picture below. Do this asking for in your prayer.
on your paper.

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 These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
V. PROCEDURES practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
B. Making What have you leaned in our new What have you leaned in our new What have you leaned in our new What have you leaned in our new
Generalizations and lesson for today? lesson for today? lesson for today? lesson for today?
Abstractions about
the Lesson REMEMBER
 Visual Media – are sources of
information in the
form of visual representations.
 Visual Media contains types of line
that suggest meanings.
 Types of line helps us to interpret
the meaning on visual media.

C. Evaluating Learning Write a sentence to interpret the Write a sentence to interpret What is described in each number? Write Read and/ or watch some News
suggested meaning of the following your answers on a separate sheet of Articles about “Traditional
the suggested meaning of
pictures. Do this in a sheet of paper. paper. Jeepney Phase Out in the
the following pictures. Do 1. Line, shape, value, texture, color, form
Philippines”. Fill out the Graphic
this in a separate sheet of ______________________________
Organizer
paper. 2. Building blocks or basic units in the
that follows based on what you have
construction of a visual image.
3. An illusion of a 3-dimentional object researched and your own
that can be implied with the use of light personal experiences about it. Write
and shading. your answer son a sheet of
____________________________ paper.
4. May be actual, implied, vertical,
horizontal, diagonal or contour.
5. Use to formulate new information to
aid learning through the use of analysis,
evaluation and production.

D. Additional Activities
for Application or
Remediation

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VI. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
VII. REFLECTION help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
M. Ponce- M. Ponce- M. Ponce- M. Ponce- M. Ponce-
A. Bonifacio- A. Bonifacio- A. Bonifacio- A. Bonifacio- A. Bonifacio-
A. No. of learners who earned 80%
J.P. Rizal- J.P. Rizal- J.P. Rizal- J.P. Rizal- J.P. Rizal
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

work well? Why did these work?

F. What difficulties did I encounter

which my principal or 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 by: Noted:

ALEXANDRA H. DE VEGA LARRY G. CANUTO MA. TERESA T. JAVIER

Teacher I Master Teacher I Principal III

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