Grades 6
DAILY LESSON
LOG
School
Teacher
Teaching Date and
Time
Bernardo V. Closa Central
School
John Paul Adtoon
March 29, 2023
8:10-9:00;9:00-9:50;10:05-10:55
Grade Level
6
Learning Area
English
Quarter
3rd
Wednesday
I. OBJECTIVES
A. Content Standard
(Pamantayang Pannilalaman)
B. Performance Standard
(Pamantayan sa Pagganap)
C. Learning Competencies /
Objectives
(Mga Kasanayan sa Pagkatuto)
II. CONTENT
(Nilalaman)
Demonstrated understanding of text elements to comprehend the author’s message.
Uses diction (choice of words) to accurately analyze author’s tone, mood, and
point of view.
Evaluate the narratives based on how the author developed the elements.
- Evaluate narratives based on how the author developed the element of point
of view.
EN6RC-Ig-2.24.1
EN6RC-Ig-2.24.2
KBI: Be obedient
A. Evaluating the Narratives or Story Point of View
B. Curriculum Guide, EN6RC-Ig-2.24.1; EN6RC-Ig-2.24.2
C. Pictures, PowerPoint presentation, graphic organizer, video, laptop
D. Concept:
Point of view refers to who is telling a story, or who is narrating it. The
narration of a story or novel can be told in three main ways: first person, second
person, and third person. To determine point of view, ask, 'Who is doing the talking?'
III. PROCEDURES
A. Preparatory Activities
1. Spelling
6. Pronunciation Drill
6. Checking of Activity at home
7. Review
Spell the following words.
1. narrator
2. perspective
3. viewpoints
4. teller
5. author
Pronounce the words correctly.
1. retrieve
2. extensive
3. exhaust
4. remedy
5. construct
Do we have an activity at home?
Checking of activity.
Direction: Read the passage and evaluate it to know the theme.
1. The children cried as they did not understand what was happening.
Questions came rushing to their mind: Why? When will this stop? The
water was the friend they love, the friend that tickled and penetrated their
skin and made them shiver from happiness, not of fright. A dilemma has
come and trauma was on its way.
B. Developmental Activities
1. Motivation
(Pagganyak)
Will play the, Yes, No, Stand up Game
Mechanics:
a. Tell students that answering “Yes” means stand up, and answering “No”
means sit down.
b. Ask students questions to check if they understand.
c. After the student understand the game, start it until they are reduced and
the stronger remaining students will be asked with complicated questions.
Observe the narrative:
I was really happy when my mother allowed me to play outside. However, that
never happened until I reached an age of 16. She may be strict in that aspect,
but she never fails in making me feel that she loves me. She is always concern
of my safety. I truly love my mother. Now, I’m telling you to please be
obedient to your mother. Never let her feel sad.
Who is the narrator in the narrative?
Are you also like the kid in the narrative?
2. Presentation
Observe the following sentences from the narrative:
a. I was really happy when my mother allowed me to play outside.
b. Now, I am telling you to please be obedient to your mother.
c. She may be strict in that aspect, but she never fails in making me feel that
she loves me.
What can you observe from sentence 1, sentence 2, and sentence 3?
How are they different?
What pronouns are used in the following sentences?
What are we referring to when we are talking about someone who is narrating or
telling the story?
 What do you think will be our lesson today?
Point of view - refers to who is telling a story, or who is narrating it. To determine
point of view, ask, 'Who is doing the talking?'
3. Discussion
A. Direction: Evaluate the narrative to determine the point of view.
While gulping their favorite drinks, people would gather
because they would brag about their encounters with the Baracuda
in the outskirts of the neighboring towns. They talked about combat
tactics, death and victories. There was one thing that struck us most:
the dried dark things the men took as hors d’oeuvres, which they
claimed as ears and manhood of the enemies they encountered. To
my young mind, that was excessively brutal and that scared me to
even gaze at them both: the Ilaga and the Baracuda.
4. Differentiated Activities
B. Direction: The class will play a, Chain Sentence Making.
Mechanics:
a. The teacher will ask the learners to stand.
b. Starting from the learner in front, the teacher will assign the learner the point of
view that they are going to use in forming a sentence.
c. Every learner shall wait for their assigned point of view before they form a sentence.
d. In a count of five, the learners should be able to form their sentence.
Example:
Jayden: (Third person point of view)
sentence: They are noisy learners.
Titus: (First person point of view)
sentence: I don’t believe I am one of the noisy learners.
Reign Dale: (Second person point of view)
sentence: You must be wrong, Jayden.
C. Group Activity.
 Setting of Standards
Group I: Point of View Scavenger Hunt. Students will search through a selection of texts and
identity which point of view is being used in each passage.
Group II: Point of View Role Playing. Let the group choose from the three point of views
and have them act out a short scene using that point of view.
Example. The group could act out a short scene where a character is describing their feelings
in first person perspective.
Group III: Point of View Writing Exercise. Write a short story or scene from a specific point
of view. Read the story aloud to the class.


5. Generalization
6. Application
Group work
Group Presentation
What is our lesson today?
What is Point of View?
What are the three point of views that can be used in a story?
Ask two of your classmates about an important issue and tell me their point of
view about it.
How their point of view affects their actions and decisions.
Direction. Read each sentence. Evaluate and write which point of view it is written
from.
Example
Answer:
Susana bought some vegetables from the market.
Susana - Third Person Point of View
1. I am going to tell you an unforgettable story that made me happy.
____________________ ______________________________
2. You must always wash your hands.
_____________________ ____________________________
3. They are helping the people who are in need during the lockdown.
___________________ ______________________________
4. She became a front liner during the pandemic crisis.
_____________________ ____________________________
IV. EVALUATION
5. Jose and Pedro walked to the park to fly their kite.
____________________ _____________________________
6. At the end of the day I am going to need a relaxing nap.
____________________ _____________________________
7. You are one of the main reasons why I cried.
____________________ _____________________________
8. I am having a heavy day.
______________________ ____________________________
9. Do you know how to protect yourself from the virus?
______________________
___________________________
10. They are preparing food to be given to the people who are hungry.
______________________ _____________________________
Remediation, Reinforcement, and
Enrichment (RRE)
Remediation
A. Read each sentence. Write on your notebook if it is in the first, second or third
person point of view.
1. You should tell me your problem.
2. Lilia knows the way home.
3. We will visit the mall after this community quarantine period.
4. He saw a frog in the swamp.
5. You are a friend and an inspiration to me.
Reinforcement
B. Read each sentence. Then write on your notebook if it is written from first,
second or third person point of view.
1. You should tell me the truth.
2. Mother cooks our food during the lockdown.
3. I am afraid of the Covid-19 virus.
4. My big brother John is the person responsible in going out to buy our
essential goods during the Enhance Community Quarantine (ECQ).
5. You must practice cleanliness all the time to avoid the Covid-19 virus.
Enrichment
C. What is the point of view in each passage?
1. I sought Tatay’s mind about the Baracuda and he said, “They are human
beings who opted to become enemies of the country.” In my mind, I asked
a number of questions including the reasons why some people would love
to create trouble.
“Why would they not allow others to enjoy a peaceful life?” I nagged
myself. Before dinner time, my brother Junior and I developed the habit of
going to my Aunt Nanay Mameng’s big store, just two blocks away from
our house, because people would gather there to buy things they needed at
home like rice and corn grits by the ganta, canned goods, “ginamos” (salted
anchovies) and dried fish, bread, soft drinks, liquors, slippers, etc. Others
went there to while away time by playing music from the Jukebox that
released Victor Wood’s “You Are My Destiny” or Eddie Perigrina’s
“What Am I Living For?”.
2. There in the store, haggard-looking long-haired bearded men with their stout
guns called “pali-untod” (sp?) could be seen gleefully drinking Kulafu or
tuba or Fighter Wine. Guests at the store whispered to one another that these
drinkers were the famous “Ilaga”, men who were believed to be invulnerable
due to the amulets and bottled oils that they possessed and the “oracion”
(secret prayers) that they recited and the rituals that they performed.
3. One afternoon, after dismissal time in school, I saw Nanay along with a
number of parents rushing to meet us children at the school gate. They
appeared frightened as they told the teachers that droves of Baracuda in
vehicles were aiming their guns at people they passed by; hence, they were
afraid the Baracuda would hurt the school children on their way home – the
very reason they were fetching them.
V. HOMEWORK/ASSIGNMENT
Direction. Write a short paragraph using the three points of views.
Prepared by:
JOHN PAUL ADTOON
Pre-Service Teacher
Noted by:
GERALYN D. AUSTERO
Cooperating Teacher