School: DepEdClub.

com Grade Level: VI

GRADES 1 to 12 Teacher: Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and
Time: JANUARY 13 – 17, 2020 (WEEK 10) Quarter: 3RDQUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
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 materials to serve learning needs in meeting a wide range
of life’s purposes.
B. Performance Standards OL- (Oral Language) V (Vocabulary Development) F – (Oral Fluency)
The learners demonstrate understanding of various verbal elements in orally -The Learners demonstrate understanding that words are composed of -The learners demonstrate
communicating information different parts to know that their meaning changes depending in context understanding that a change in stress
The learners prepare for and participate effectively in a range of -The learners use strategies to decode correctly the meaning of words in entails a change of meaning to
conversations and collaboration with diverse partners, building on others’ isolation and in context evaluate the speaker’s/ author’s
ideas and expressing their own clearly and persuasively -context clues purpose and meaning
-affixes and roots -The learners use knowledge of
-other strategies stress and intonation of speech to
appropriately evaluate the speaker’s
intention, purpose and meaning
demonstrates

SS (Study Strategy Research)

- The learners understanding of
library skills to research a variety of
topics
-The learners utilize discrete
techniques (general or specific) and
applies appropriately them to all or
most fields of study
C. Learning Competencies/Objectives Present a coherent, comprehensive report on differing viewpoints on an issue Infer meaning of content specific terms using Observe accuracy, appropriate rate
-context clues and proper expressions in dialogs
-affixes and roots
-other strategies Organize information from secondary
sources in preparation for writing,
reporting and similar academic tasks
in collaboration with others

Write for the LC code for each EN6OL-IIIj-1.19 EN6V-IIIj-12.3.3 EN6F-IIIj-3.5

EN6V- IIIj -12.4.1.3 EN6F-IIIj-3.2
EN6V- IIIj -12.4.2.3 EN6F-IIIj-3.6
EN6SS-IIIj-4

II. CONTENT -describe key information of a text from a prescribed viewpoint Inferring meaning of content Appropriate rate and proper
-discuss the importance of viewpiont of a selected text -context clues expression in dialogues
-affixes and roots Organizing information form
-other strategies secondary sources in writing
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide/Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Learning The Three Little Pigs Passengers Cars Interactive Skill Book in English 6 Refer to Monday and Tuesday
Resource (LR) portal http://shortstoriesshort.com/story/the-three-little-pigs/ DepEd-BEAM DLP Module 8 Grade 6 pp, 5-7 reference
http://www.surlanefairytales.com/threepigs/ pp, 97-98
B. Other Learning Resources Copy of the short story Copy of the story
The Three Little Pigs Passengers Cars
Short film
song
IV. PROCEDURES
A. Review previous lesson or What are the parts/elements of a Sing a song Is it always right to judge right away Original File Submitted and Recall the different versions of the
presenting the new lesson Story? without analyzing nor weighing things? Formatted by DepEd Club story the three little pigs
Who’s afraid of the big bad wolf? Why? Member - visit depedclub.com
(Character, Setting, Plot, Climax, Ask pupils to retell the version they
for more
Ending) recall

Remind pupils to listen attentively

and be polite in asking or giving their
own recollection
B. Establishing a purpose for the lesson Class look at the pictures, in which Film Showing Class look at the picture, do you know Show this word transformation to Use venn diagram to differentiate
story have you seen these photos? what is it called? the class the two stories
(The Three Little Pigs) The Three Little Pigs
A. C. (TRAM) Work with a partner
ing
Before it ation er
is known
as bus in
the USA
and Form
popular to all commuters.
Picture A is made
This is popular in the USA (United
of what kind of
States of America)
material/s?
Picture B is made trans re
of what kind of
Unlocking of Difficulties in
material/s?
B. Picture C is made
Guess the word use the clue
of what kind of
material/s?
_aza_d - danger
Can you summarize in one sentence
the story according to your own
e_ong_ate_ - lengthened
understanding?

Unlocking of Difficulties
Give the meaning of each
underlined words by the clues given
 within the sentence.

1. Hechased the two pigs

and they ran and hid in
their houses
2. The frightened little pigs
ran to the third pig’s
house made of bricks
because they were
terrified.
3. The pigs were tender juicy
meals for the fox because
he thinks of them as
sumptuous meal.

C. Presenting examples/instances of (Standard in Oral Reading must be Once upon a time when pigs spoke Read the story silently. Analysis and Discussion Discuss briefly the stories with the
the new lesson observed) rhyme class
Passengers Cars What are affixes?
Present the story. And monkeys chewed tobacco,
After the discussion pupils will be
And hens took snuff to make them Early railroad passenger cars were little An affix is added to the root of the grouped and will be asked to write a
tough, more than stagecoaches fitted with word to change its meaning. script of the story that later on will
The Three Little Pigs
And ducks went quack, quack, quack, special wheels to help them stay on the be role played giving their own
Once upon a time there were three O! tracks. They didn’t hold many An Affix added to the front of a version according to their judgement.
little pigs. One pig built a house of passengers, and because they made word is known as a prefix. One
straw while the second pig built his out, they were fireharzards. They also added to the back is known as a
house with sticks. They built their THERE was an old sow with three
did not hold up very well if the train suffix.
houses very quickly and then sang little pigs, and as she had not enough came off the track or had a collision
and danced all day because they to keep them, she sent them out with another train. PREFIX
were lazy. The third little pig to seek their fortune. The first that
worked hard all day and built his In the United States, it wasn’t long The first man looks very friendly! I
went off met a man with a bundle of
house with bricks. before passenger cars were lengthened think it would be nice to spend time
straw, and said to him:
A big bad wolf saw the two little to hold more people. Late in the 1830s. with him.
pigs while they danced and played Americans were riding elongated cars
and thought, “What juicy tender ‘Please, man, give me that straw to with double seats on either side of a The second man looks unfriendly. I
meals they will make!” He chased build a house.’ center asile. By the early 1900s, most don't think it would be much fun to
the two pigs and they ran and hid in cars were made of metal instead of spend time with him!
their houses. The big bad wolf went Which the man did, and the little pig wood.
to the first house and huffed and We can see in the second sentence
built a house with it. Presently came
puffed and blew the house down in Sleeping and dining cars were that we added the prefix "un-" to
minutes. The frightened little pig along a wolf, and knocked at the introduced in the United States by the the word "friendly." This prefix "un-
ran to the second pig’s house that door, and said: early 1860s. Over the next 25 years " means "not" or "the opposite of."
was made of sticks. The big bad other improvements were made,
wolf now came to this house and ‘Little pig, little pig, let me come in. To including electric lighting, steam heat Here are more examples with the
huffed and puffed and blew the and covered vestibules that allowed prefix "un-":
which the pig answered:
house down in hardly any time. passengers to walk between cars. All of
Now, the two little pigs were these luxuries helped make railroad
terrified and ran to the third pig’s ‘No, no, by the hair of my chiny chin travel much more comfortable.  happy ----> unhappy
house that was made of bricks.
 finished ----> unfinished
The big bad wolf tried to huff and chin. The wolf then answered to that:  believable ----
puff and blow the house down, but > unbelievable
he could not. He kept trying for
‘Then I’ll huff, and I’ll puff, and I’ll  acceptable ----
hours but the house was very > unacceptable
strong and the little pigs were safe blow your house in.
inside. He tried to enter through the
SUFFIX
chimney but the third little pig So he huffed, and he puffed, and he
boiled a big pot of water and kept it blew his house in, and ate up the little The couple is getting married
below the chimney. The wolf fell
pig. because they love each other very
into it and died.
much.
The two little pigs now felt sorry for
having been so lazy. They too built The second little pig met a man with a
That teddy bear is so cute
their houses with bricks and lived bundle of furze and said:
and lovable!
happily ever after.
Keyword Clouds: three little pigs ‘Please, man, give me that furze to
and the big bad wolf, three little build a house.’ We can see in the second sentence
pigs illustrations, 3 pigs and a that we added the suffix "-able" to
wolf, three little pigs the word "love." This suffix "-able"
Which the man did, and the pig built means "capable of being" or "able
sequencing, three little pigs children
story, three little pigs online, three his house. Then along came the wolf, to be."
little pigs original story, 3 little pigs and said:
short story So, the word lovable means
‘Little pig, little pig, let me come in.’ something is able to be loved, or it
makes you feel love for it.

‘No, no, by the hair of my chiny chin Here are more examples with the
chin.’ suffix "-able" or "-ible" (depending
on the root word):
"Then I’ll huff, and I’ll puff, and I’ll
blow your house in.’
 present ----> presentable
So he huffed, and he puffed, and he
 comfort ----> comfortable
 depend ----> dependable
puffed, and he huffed, and at last he
 reach ----> reachable
blew the house down, and he ate up
the little pig.

The third little pig met a man with a

load of bricks, and said:

‘Please, man, give me those bricks to

build a house with.’

So the man gave him the bricks, and

he built his house with them. So the
wolf came, as he did to the other little
pigs, and said:

‘Little pig, little pig, let me come in.’

‘No, no, by the hair of my chiny chin

chin.’

‘Then I’ll huff, and I’ll puff, and I’ll

blow your house in.’

Well, he huffed, and he puffed, and he

huffed and he puffed, and he puffed
and huffed; but he could not get the
house down. When he found that he
could not, with all his huffing and
puffing, blow the house down, he said:

‘Little pig, I know where there is a nice

field of turnips.

‘Where?’ said the little pig.

‘Oh, in Mr Smith’s Home-field, and if

you will be ready tomorrow morning I
will call for you, and we will go
together, and get some for dinner.’

‘Very well,’ said the little pig, ‘I will be

ready. What time do you mean to go?’

‘Oh, at six o’clock.’

Well, the little pig got up at five, and

got the turnips before the wolf came
(which he did about six), who said:

‘Little pig, are you ready?’

The little pig said: ‘Ready! I have been

and come back again, and got a nice
potful for dinner.

The wolf felt very angry at this, but

thought that he would be up to the
little pig somehow or other, so he
said:

‘Little pig, I know where there is a

nice apple tree.

‘Where?’ said the pig.

‘Down at Merry-garden,’ replied the

wolf, ‘and if you will not deceive me I
will come for you at five o’clock
tomorrow. and get some apples.’

Well, the little pig bustled up the next

morning at four o’clock, and went off
for the apples, hoping to get back
before the wolf came; but he had
further to go, and had to climb the
tree, so that just as he was coming
down from it, he saw the wolf coming,
which, as you may suppose, frightened
him very much. When the wolf came
up he said:

‘Little pig, what! are you here before

me? Are they nice apples?’

‘Yes, very,’ said the little pig. ‘I will

throw you down one.’

And he threw it so far, that, while the

wolf was gone to pick it up, the little
pig jumped down and ran home. The
next day the wolf came again, and said
to the little pig:

‘Little pig, there is a fair

at Shanklin this afternoon, will you
go?’

‘Oh yes,’ said the pig, ‘I will go; what

time shall you be ready?’

‘At three,’ said the wolf. So the little

pig went off before the time as usual,
and got to the fair, and bought a
butter-churn, which he was going
home with, when he saw the wolf
coming. Then he could not tell what to
do. So he got into the churn to hide,
and by so doing turned it round, and it
rolled down the hill with the pig in it,
which frightened the wolf so much,
that he ran home without going to the
fair. He went to the little pig’s house,
and told him how frightened he had
been by a great round thing which
came down the hill past him. Then
the little pig said:

‘Hah, I frightened you, then. I had

been to the fair and bought a butter-
churn, and when I saw you, I got into
it, and rolled down the hill.’

Then the wolf was very angry indeed,

and declared he would eat up the little
pig, and that he would get down the
chimney after him. When the little pig
saw what he was about, he hung on
the pot full of water, and made up a
blazing fire, and, just as the wolf was
coming down, took off the cover, and
in fell the wolf; so the little pig put on
the cover again in an instant, boiled
him up, and ate him for supper,
and lived happy ever afterwards.
 Note about this version: Joseph Jacobs
referenced one of the first print
versions of the tale for his edition. The
story appeared in:
Halliwell, James Orchard. Popular
Rhymes and Nursery Tales. London:
John Russell Smith, 1849

D. Discussing new concepts and Comprehension Check-up Why couldn’t the wolf blow down the Study the following paragraph. Find out Answer READ and Do Script Writing
practicing new skills #1 Who are the characters of the third little pig’s house? the correct meaning of draftby studying Letter A on page 6 of Interactive
story? How did the first and second little pig the context. Skillbook in English 6 (Guidelines)
Where did the story happen? survive the big bad wolf? • Note the italicized word draft in the
What is the most exciting part of Why did the first and second little pig paragraph. 1. In writing a script, consider the
the story? choose sticks and straw to build their characters and the characteristics.
houses? A strong draft had blown the window 2. Make necessary dialogue based on
What can you say about the Three How did the wolf try and get into to open. With a how you understand or how you
little pigs? First pig, Second Pig and the brick house after huffing and loud clutter, it blew away the window judge them in the story read.
the Third Pig. puffing? shutter. Shivering, 3. Make it conversational
How you judge the wolf? Is he really Cindy got up the bed to draft a 4. Focus on the topic/context
a bad wolf? temporary replacement for the shutter 5. Construct a meaningful ending.
until daybreak. As soon as the bank
opened, she would encash the draft her
mother had sent so she could buy a
good window shutter. Then she would
draft her friends to help put up the
shutter. She would reward her friends
with a cold draft of fruit juice.

Let’s look at its

meaning by studying the context.
(1) draft – a current air
(2) draft – a plan
(3) draft – a written order for money
payable to a bank
(4) draft – to select or draw money
(5) draft – to drink or something taken
in.

• When we use context clues in

learning the meaning of a word, we
read the words that follow it and then
derive its meaning from
them or from the context.

Example:
The heavy rain muffles the loud music
in the bedroom that’s why the baby’s
sleep remains undisturbed.
• Which word in the sentence means
 “to deaden the sound of” or
“to keep down”? The word muffle
means “to keep down.”
E. Discussing new concepts and Investigative work with a partner Demonstrate the strategy. A.Directions: Choose the correct
practicing new skills #2 using venn diagram. Comparing and prefix for the following words using
contrasting select characters of the Ask two to four students to act as the the prefixes in the box. The
story. wolf and pigs. (You may choose to meaning of the word is given at the
have one or three students represent right.
the three pigs.) Explain to students ante - before
The Three Little Pigs that there also needs to be a bi - both, double, twice
moderator to ask the questions, and a col-; con-; com-; - together with,
one with another
summarizer to summarize the debate.
Third Pig Wolf 1. __________ cedent : happening
 Using the question previously before
The third Both of them demonstrated, have the student 2. __________ lingual : able to
The Wolf speak two languages
moderator ask the question and have
pig is wise are determined 3. __________ mediate : used
each character respond.
strong between primary and secondary.
He is calm. They can He 4. __________ glottis : a thin plate
is furious  Explain to students that they must of flexible cartilage in front of the
stand on “become” the character and answer glottis
their own the question as the character would. 5. __________ pose : to put a
There is no script to read from so musical or literary work together
students should just ad-lib. B.Add the correct suffix to the
underlined item in each sentence.
Write your answer on the
 After students answer the question,
blank.
give a brief summary of their answers 1. A person who always acts on
to demonstrate the role of the stage is an ____________.
summarizer. 2. A person who manages a library
is a ________________.
3. One that tells lies is a
(Observe Politeness at all times) _________________.
4. A worthy student becomes a
scholar and is granted full
___________.
5. A person who climbs mountains
is a _________________.
F. Developing mastery (Leads to Ask learners to discuss their venn  Pass out a copy of the Three Little Pigs Context clues analysis and discussion Put the word in brackets into the
formative assessment) diagram, Cite their opinions how Story Map to each learner. correct form. You will have to use
bad is the wolf, differentiate the  Give the correct answer for each given prefixes and/or suffixes.
three little pigs in their own words. Explain to the class that they will be answers
answering the 5 W's about the story 1. He was sitting
that you just read. 1. Based on the other words in __________________ in his seat on
the sentence, what is the the train. (comfort)
correct definition of hazards?
For each box, they should draw a a. Engines
picture illustrating the who, what, 2. There was a
b. Risks
where, when, and why of The Three __________________ light coming
 Little Pigs c. Stations from the window. (green)
2. Based on the other words in
the sentence, what is the 3. He was acting in a very
correct definition of collision? __________________ way. (child)
a. Crash
b. Race
4. This word is very difficult to spell,
c. Track
and even worse, it's
3. Based on the other words in
__________________. (pronounce)
the sentence, what is the
correct definition of
elongated? 5. He's lost his book again. I don't
a. wooden know where he has
b. new __________________ it this time.
c. lengthened (place)
4. Base on the words in the
sentence, what is the correct definition 6. You shouldn't have done that! It
of vestitules? was very __________________ of
a. passageways you. (think)
b. cars
c. depots 7. He didn't pass his exam. He was
5. Based on the other words in the __________________ for the
sentence, what is the corrects second time. (succeed)
definition of luxuries?
a. additions
b. things offering the greatest comfort 8. Some of the shanty towns are
c. inventions dreadfully __________________ .
(crowd)

9. The team that he supported were

able to win
the__________________ .
(champion)

10. There is a very high

__________________ that they will
be late. (likely)
G. Finding practical/applications of Group Activity:  As students work on their story maps, Directions: Use the context clues to the Ask pupils to form new word with Role playing
concepts and skills in daily living If you were to choose which kind of walk around the classroom and look at sentences to find the affixes (prefix and suffix)
house from the three little pigs are their worksheets to assess their meanings of the bold faced words.
you going to build? understanding of the 5 W's. 1. Jane was a wizard at games. She
Justify your answer. mastered them in no time and
seldom last.
a. evil-magician
b. gifted person
(Show openness to criticism) c. average player
2. The holiday was so special that she
was sure she’d never forget it.
The memory would be imprinted
 forever in her mind.
a. found
b. b.weighed
c. fixed
3. “John will believe anything anyone
tells him,” his teacher said.
“He’s a very impressionable young
man.”
a. easily influenced
b. unhappy
c. unintelligent
4. “Do you really think it’s prudent to
spend all your money on
clothes?” his mother asked crossly.
a. foolish b. wise c. funny
5. “Your plan has merit,” Elizabeth’s
father said. “Let me give it
some thought.”
a. value
b. awards
c. kindness
H. Making generalizations and Why is it important to view the facts Activate students' prior knowledge by A context clue is a clue or hint from the What are the essential parts of the
abstractions about the lesson before giving judgement? asking for volunteers to retell the sentence that helps you to figure out script?
story of The Three Little Pigs. words that you don’t know.
Context clues help you figure out the
meaning of a word by relating it to
other words in the sentence or this
simply
means that we get the meaning of a
word by studying its relationship with
other words in the sentence. Some
clues are
more obvious than the others.

I. Evaluating learning  
Choose one question and, in each of Students are to select one fairy tale Understanding Context Clues Complete the sentences by writing Checking of the scripts
the character columns, record how and rewrite the tale from the the correct prefix in the blank
viewpoint of a different character or Directions: For each sentence, circle space. You can use a dictionary to
each character might respond to
object within the tale. the pair of words that complete help you.
the question.
the meaning of the sentence.
 dis- -in mis- re-
 For example: 1. Their profits have been __________, un- under-
 and they wish to __________ their
Do you think you did anything situation.
wrong in this situation? a. decreasing - excuse 1. I just can't believe it! The story is
 b. declining - remedy _____believable!
 Pigs’ response: No, we c. comfortable – redness
were just minding our 2. No, that answer is _____correct.
own business in our 2. Rats provide a __________ in It is wrong.
houses. reducing garbage, but this is
outweighed by their __________ 3. Let's look at this information
 Wolf’s response: I was just activities. again. We should _____view it
looking for some food. I a. help - useful before the test.
can’t help it if I’m hungry. b. trouble - dynamic
c. service – harmful 4. I saw Allison just a moment ago,
but now I can't find her! It seems
3. Fact and Fancy were so _________ that she _____appeared!
that no one could _________ them.
a. connected – separate 5. Oh, I'm sorry, I didn't hear you
b. necessary – use correctly. I _____understood you.
c. respected – want
6. The subway does not go over the
4. If one is to understand the land like a normal train. It moves
__________, one must study the _____ground.
_________.
a. facts – unnecessary
b. unusual – sentences
c. whole- parts

5. His father __________ him, for he

realized the interest was more than
a __________ fancy.
a. encouraged – childish
b. berated – sincere
c. helped – mature

J. Additional activities for application Writing Center Ask students to reflect on the meeting Give copies of the passage from Lesson Write a four-liner poem of the three
Write at least 5 sentences using
or remediation Have students write a review of The of the minds technique. How did it Guide in Elementary English (Ateneo) little pigs
True Story of the 3 Little help them understand the characters? pages 136-137 affixes.
Pigs. Remind them that they should What did they like and dislike about
use the evaluating strategy to make the debates? Did it help them better Don’t Dump that garbage
judgments about the story. Have understand the stories?
students read their reviews to a Look for the meaning of the underlined
partner and discuss. word

See page 137

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%.
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?