School San Lucas II Elementary School
Teacher Sol P. Calabon
DAILY LESSON LOG
Teaching Dates and Time July 2019
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each.
II. CONTENT/TOPIC
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Grade Level VI-Bougainvillea
Learning Area ENGLISH
Quarter First
(ANNOTATIONS)
-PPST INDICATORS/ KRA OBJECTIVES/RUBRIC INDICATORS TO BE OBSERVED DURING
THE CLASSROOM OBSERVATION
The learner listens critically to different text types; expresses ideas logically in oral
and written forms.
The learner performs different forms and conventions of film picture (acting)
Knowledge: Describe different forms and conventions of film pictures (acting) PPST MODULE 7
CG-6EN6VC-Ie-5.1.5 p.125 KRA 3, OBJ. # 7
Skill: Perform the assigned tasks following the given house MT I-IV RUBRIC, INDICATOR 5
-Plans, manages and implements developmentally sequenced teaching and learning
rules/standards/guidelines.
processes to meet curriculum requirements through various contexts.
Attitude: Show tactfulness when communicating with others, (ENGA-IId-17)
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.
Describing Different Forms and Conventions of Film Pictures (acting)
English CG for Grade 6 page 125
LED TV, Laptop, PPTX, video clips, pictures
https://www.youtube.com/watch?v=NV6RfexD_MQ&list=RDzntoWzcjnJw&index=5
APPLYING POSITIVE AND NON-VIOLENT DISCIPLINE
Reminding of Classroom Rules
Giving Classroom Rules
 The 5P’s
PPST MODULE 5
1. Be Positive
KRA 2, OBJ. # 5
-Always smile, participate actively MT I-IV RUBRIC, INDICATOR 4
2. Be Productive -Manages learner behaviour constructively by applying positive and non-violent
-Work hard and always do your best discipline to ensure learning-focused environment.
3. Be Polite MOV---To avoid and prevent misbehaviour, house rules/ standards/guidelines are set
-Be kind, polite and courteous to others before doing the activity.
4. Be Prepared

B. Establishing a purpose for the
lesson/Motivation/Motive Questions
-come prepared with supplies and completed assignments
5. Be Respectful
-Be respectful to your classmates, teacher and property
-Raise your hand when you would like to speak in class or to ask questions
PPST Module1
A. Recall the different forms and convention of films discussed before KRA 1, OBJ. # 1
B. Show pictures of different actors/actresses MT I-IV RUBRIC, INDICATOR 1
Have the pupils name them. -Applies knowledge of content within and across curriculum teaching areas.
MOV---Values integration is visible in the text content found in the motive questions.
C. Ask pupils their favourite actors/actresses
Why do you like him/her?
What character trait is worth imitating to him/her?
Vocabulary Development
1. When you heard of the word emotion, what comes in to your mind? PPST MODULE 2
a. Pupils showed their emotions through facial expression. MT I-IV RUBRIC, INDICATOR 2
-Applies a range of teaching strategies that enhance learner achievement in literacy and
Have pupils use the word emotion in sentence.
numeracy skills.
B. It’s a silly response. That’s why no one listened attentively
MOV---Literacy in giving and understanding the meaning of words is shown during the
Unlocking of Difficulties.
.
2. In this lesson we’ll learn about element of acting performance which is facial PPST MODULE 9
expression. KRA 3, OBJ. # 9
You will learn how to act the common basic emotions through facial expressions. -Selects, develops, organizes and uses appropriate teaching and learning resources,
-How do we express our feelings?(facial expression) including ICT, to address learning goals.
Facial expressions are seen through the movement of our eyebrows, eyes, lips and MOV---The difficult words and their meaning are clearly written using ICT. Words in
even our nostrils. sentences/ contexts are viewed through power point presentation.
.
3. Think- Pair Share
How are You Feeling?
With your seatmate/partner, match the emotion with the correct emoji. Choose
from the list below.
Happy content angry scared confused silly
Worried joyful embarrassed sad hurt surprised
4. Checking pupils output

C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)
5. Have selected pupils act the common emotions.
A. Remember to observe the following when viewing a movie/film/video clips: PPST MODULE 5
1. Do not talk to your seatmate while the movie/film/video clips is playing. KRA 2, OBJ. # 5
2. Sit comfortably. MT I-IV RUBRIC, INDICATOR 4
-Manages learner behaviour constructively by applying positive and non-violent
3. Do not make unnecessary noise and movement.
discipline to ensure learning-focused environment.
4. Understand what you are watching.
MOV---To avoid and prevent misbehaviour, house rules/ standards/guidelines are set
before doing the activity.
B. Have pupils watch a heartfelt commercials
“Help Others as Much as you Can”
Noting details from the commercial viewed PPST Module1
A. 1.What did you learn from the TV commercials? KRA 1, OBJ. # 1
- How did the character give importance to plants and animals? MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and across curriculum teaching areas.
2. What is the message of the TV commercials? MOV---Integration of Science and EsP such as taking care of plants and animals and
3. Did anything that happened in the TV commercials remind you of something values formation is observable.
about your own life or about others’? Have pupils cite them.
PPST MODULE 2
How many boys? Girls? How many more girls remind you of something about what MT I-IV RUBRIC, INDICATOR 2
happened in the TV commercial? -Applies a range of teaching strategies that enhance learner achievement in literacy and
4. Why is it that the commercial is entitled, “Help Others as Much as You Can?” numeracy skills.
5. Which character on the commercial do you liked most? MOV---Numeracy in asking number of boys and girls and applying the operation by
asking how many more is observe.
If you were given the chance to be one among the character, what will you do to
help others? PPST MODULE 3
KRA 1, OBJ. # 3
B. What can you say about the acting of the people in the commercial? MT I-IV RUBRIC, INDICATOR 2
Are they good actor or actresses? Why? -Applies a range of teaching strategies to develop critical and creative thinking, as well
Pupils takes turn in answering the question as higher-order thinking skills.
Encourage them to share their ideas/ opinions and have them raise questions. MOV- The questions presented are arranged from lower level to higher level thinking
Pupils who gave correct responses were given recognition/ praise skills. Pupils were challenge to think creatively
Giving some tips to the pupils on how to act just like the character in the
commercial to prepare for them for the next activity.
1.Listen to instruction carefully
2. Know your role
3. Focus
4. Act according to your role
Collaborative Activity (Differentiated . PPST MODULE 5
APPLYING POSITIVE AND NON-VIOLENT DISCIPLINE KRA 2, OBJ. # 5
MT I-IV RUBRIC, INDICATOR 4
House rules/Standards/Guidelines -Manages learner behaviour constructively by applying positive and non-violent
-Each group chooses a leader to facilitate the task t o be done. discipline to ensure learning-focused environment.
MOV---To minimize and prevent misbehaviour, house rules/ standards/guidelines are set
-House rules/standards/guidelines are set for the group to follow.
before doing the activity.
-Each group is given 5 minutes to do on the task given.
MOV---Learners are given positive feedback after each group presentation.
 -Each group is given only up to 2 minutes to present their work.
Rubrics in Participation/Group Activities
5 -Shows eagerness and cooperation to do the
task, participate actively, do great help to the
group
4 -Shows eagerness and cooperation to do the
task, good followers only
3 -Participated and show eagerness but with teacher’s supervision
2 -Activity was done but does not show eagerness
to participate or cooperation
1 -No interest in participating the activities
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, learners are ensured of their active
participation.
MOV---Learners are given positive feedback after each group presentation.

Collaborative Activity PPST MODULE 4

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
KRA 2, OBJ. # 4
Group Activity:
MT I-IV RUBRIC, INDICATOR 3
Group I- Drama 1 (Saving Others from Drowning) -Manages classroom structure to engage learners, individually or in groups
Group 2- Drama 2( Helping Others) in meaningful exploration, discovery and hands-on activities within a range of
physical learning environments.
Special Reminders to pupils before doing the activity: MOV---The utilization of learning environments such as study area outside the
Be tactful in dealing with others. classroom and the room structuring arrangement for group activity purposes is
observed.
Group Presentations
- 3 minutes only for each group presentation
(Learners are given utmost recognition in the task they are presented)
Open Forum: Shared Activity PPST MODULE 3
Using the rubrics in participation/group activity, Which group do you think the best KRA 1, OBJ. # 3
in presentation? MT I-IV RUBRIC, INDICATOR 2
-Applies a range of teaching strategies to develop critical and creative thinking,
Why do you think so? What are the tips to be a good actor/actress did they follow?
as well as higher-order thinking skills.
MOV---The questions presented are arranged from lower level to higher
Giving and sharing of comments to the presentation of each group. level thinking skills.
(Encourage pupils to give comments/suggestions)
If you are one of the actor/actress in one of the commercial, what will you do to be
the best performer?
How can you become a good actor/ actress?
Performance Evaluation PPST MODULE 9
(4 Groups will do the acting and dancing. Assessment will be done through the KRA 3, OBJ. # 9
utilization of rubrics) -Selects, develops, organizes and uses appropriate teaching and learning resources,
including ICT, to address learning goals.
I-Saving the tree
MOV---The pupils have chosen TV commercial using ICT integration. They downloaded
II- Honesty is the Best Policy
the commercial and utilized it as they perform the commercial.
III-Keeping One’s Money
IV- Palmolive Commercial
 Rubrics in Participation/Group Activities
5 -Shows eagerness and cooperation to do the
task, participate actively, do great help to the
group
4 -Shows eagerness and cooperation to do the
task, good followers only
3 - Participated and show eagerness but with teacher’s supervision
2 -Activity was done but does not show eagerness
to participate or cooperate
1 -No interest in participating the activities
J. Additional activities for application or Assignment:
remediation Write down the things you should do for you to become a good actor and
actress.
V. REMARKS
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 performance assessment consistent with curriculum requirements
is followed in order to interpret the result of the learners’ progress. Utilization of rubrics
to assess pupils’ performance is observed.
PPST MODULE 11
KRA 4, OBJ. 11
Monitors and evaluates learners’ progress and achievement using learners’
attainment data.
MOV—Results of performance evaluation is monitored and reflected on the
Learners’ Data in order to support and assess learners’ progress and achievement.
Results are interpreted so as to determine if the lesson needs remediation,
enrichment or re-teaching.

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:

SOL P. CALABON
Master Teacher II
Noted:
ZENAIDA B. DIONGLAY
Principal II