DAILY LESSON PLAN IN ENGLISH 6

Week 6, Lesson 1
Date: _________________
Time and Section:
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MELC: recognize evaluative word choices to detect biases and propaganda devices used by
speakers

I. Objectives:
 Identify words that make the paragraph factual through a graphic organizer
 Respond to authentic texts
 Respect writer’s opinion

II. Topic: Responding to Authentic Texts

III. Learning Resources

References:

DepEd Most Essential Learning Competencies and Definitive Budget of Work in English 6
Eusebio, M. F., & Zotomayor, P. M. (2015). Essential English 6 Worktext in Language and Reading .
Makati City : Rex Book Store.
file:///C:/Users/Acer/Downloads/English6_Q2_Mod2_RecognizingPropagandaDevices%20(2).pdf

IV. Procedures
A. Before the Lesson
1. Motivation: Ask the learners to share their ideas on some current events happening in the
country.

B. During the Lesson

1. Presentation: The teacher presents an editorial about the mental health and the pandemic and
the learners will answer some comprehension questions after they have read the paragraph.
With no vaccine or cure in sight for the coronavirus disease 2019, people are focused on protecting
public health and economic health. But there is another health aspect of the COVID-19 pandemic
that isn’t getting enough attention: mental wellness.

Around the world, health professionals are reporting a spike in mental problems since people were
forced into lockdowns at home to contain the pandemic and millions lost their livelihoods. This is
apart from the suffering of those who lost loved ones to COVID-19 or who were themselves infected
with the coronavirus.

In the Philippines, suicide prevention hotlines have reported a doubling of calls for help since
March when Metro Manila and the rest of Luzon were placed under enhanced community
quarantine. The calls for help cut across age groups, from youths to senior citizens, according to
mental health advocates.

Philippine society has traditionally paid little attention to mental wellness, even as suicides
continue to rise especially among the youth. The focus on public health during the pandemic
provides an opportunity to give special attention to mental wellness and the full implementation of
Republic Act 11036 or the Mental Health Act, which was signed into law on June 20, 2018. The
implementing rules for RA 11036 were released last year.

Under the rules, community-based mental health care facilities must be set up apart from
hospitals dedicated to mental health so that counseling and other services can be accessed at the
grassroots. The community facilities can be set up in outpatient care centers, for example, or even
in halfway houses.

All regional, provincial and tertiary hospitals are mandated to provide psychiatric, psychosocial and
neurologic services, including hotlines and other mechanisms for suicide prevention, with special
attention on the youth. Over two years, mental health subjects will be included in the school
curriculum and mental health programs must be integrated into the education system as well as
workplaces.

Under the law, those seeking mental health services are assured of privacy as well as protection
from stigma and discrimination. Barangay personnel will be given training for community-based
mental health promotion, and to act as first responders in emergency cases.

The Philippine Council for Mental Health is tasked to develop a national multisectoral strategic
plan for mental health promotion. The mental health problems now emerging amid the COVID
pandemic should give urgency to the full implementation of the Mental Health Act.

Comprehension Questions

1. What health aspect of the COVID-19 pandemic isn’t getting enough attention?
2. What Act was signed into law on June 20, 2018?
3. Who were mandated to provide psychiatric, psychosocial, and neurologic services?
4. What does the writer want to convey in the editorial text?
5. Do you agree that barangay personnel should be given training for communitybased mental
health promotion? Why or why not?
2. Modelling (I do). The teacher presents the following concepts and give examples. The teacher
uses the editorial text presented to discuss the aruguments made by the writer:
3. Guided Practice (We do). The edi
4. Independent Practice

 You do. Make a graphic organizer (Problem and Solution Graphic Organizer) to gather ideas
on the given topic:

BULLYING is a serious case, especially when committed inside school premises. It can
threaten students' physical and emotional safety at school and can negatively impact their
ability to learn.

The case involving the eight-year-old daughter of Davao City Vice Mayor Paolo Z. Duterte is
not an isolated case. The official made it public in order to amplify that bullying can lead to
worse situations like physical injury, grave threats, among others.

Imagine an eight-year-old boy student threatening to kill his female classmate and her whole
family? Where did he get all those strong words?

Let's admit it, bullying starts from petty quarrels. But, how come he could tell her about it?

In fairness to the school authorities, they immediately brought the bully to the guidance
counselor, educate him, and probably impose some disciplinary measures.

How far really could schools address bullying?

The best way to address bullying is to stop it before it starts.

It is important for everyone in the community to work together to send a unified message
against bullying.

Section 10 (f. Disciplinary Measures) of the implementing rules and regulations of the
Republic Act No. 10627 or the Anti-Bullying Act of 2013 provides that "All public and private
schools shall include in the school's child protection or anti-bullying policy a range of
disciplinary administrative actions that may be taken against the perpetrator of bullying or
retaliation."

"Bullying incidents or retaliation shall be treated according to their nature, gravity or severity
and attendant circumstances," it said.

The law covers all forms of bullying that transpired within school grounds; property
immediately adjacent to school grounds; school-sponsored or school-related activities,
functions or programs whether on or off school grounds; school bus stops; school buses or
other vehicles owned, leased or used by a school; and school buses or school services
privately-owned but accredited by the school.

It can also be committed through the use of technology or an electronic device or other forms
of media owned, leased or used by a school.
Also, it happens "at a location, activity, function or program that is not school-related and through
the use of technology or an electronic device or other forms of media that is not owned, leased or
used by a school; and retaliation against a person who reports bullying, who provides information
during an investigation of bullying, or who is a witness to or has reliable information about
bullying."

There are a number of things school staff can do to make schools safer and prevent bullying.

One thing that school authorities should do is launch an awareness campaign to make the
objectives known to the school, parents, and community members.

They can also establish a school safety committee or task force to plan, implement, and evaluate
the school's bullying prevention program.

There also has to be rules and policies like creating a mission statement, code of conduct, school-
wide rules, and a bullying reporting system, which establish a climate in which bullying is not
acceptable. Disseminate and communicate widely.

The law includes requiring schools to build bullying prevention material into the curriculum and
school activities.

Once and for all, teachers and non-teaching staff must also be trained on the school's rules and
policies and give them the skills to intervene consistently and appropriately.

Bullying is a serious case. The national law itself is not enough to prevent and stop a bully from
harming his/her classmate, schoolmate or a friend.

Schools carry big responsibility in preventing bullying inside their premises, but parents play a
bigger role in disciplining their children. Basic training: Respect.

After the lesson

1. Generalization: What is an editorial text? How do we respond to authentic texts?
2. Evaluation: Read the article, then, respond to the following questions about the authentic text.

INTERACTIVE SLIDE DECK IN ENGLISH FOR GRADE VI LEARNERS OF

ILOILO CENTRAL ELEMENTARY SCHOOL

Teachers use a wide variety of tools to foster learning while having fun. Instructional Materials are
used in educational lessons which include active learning and assessment that can support
students in their academic performance. The technology will allow teachers to bridge these learning
experiences more naturally and seamlessly. As more digital tools become available and accessible
that facilitate learning in multiple modalities, just as effective teachers in the 21st century will
continue to maximize and seek avenues to improve student learning.

Interactive lessons and activities prompt students to engage with content rather than passively
absorb it. Gamified activities involving internet connections and laptops through PowerPoint
presentations are fun ways to review their understanding of the learning content. They are more
focused, attentive and participative in class discussions. Deep learning occurs through
experiential, authentic and collaborative instructional processes.
The pursuit for higher Mean Percentage Score from First to Fourth Grading Periodic Tests had
challenged the subject teachers to come up with a teacher-made learning material that pushes
students to internalize and support learning in a creative way. Instead, more professional learning
time should be spent helping teachers plan, develop materials and practice delivering the strategies
with colleague support. Addressing this problem can have a very real positive effect on student
performance.

A slide deck presentation is an exposition of a series of slides or images in an electronic device or in

a projection screen. It is a collection of slides put together in the same presentation, and it is
essential for teachers to have a well-structured presentation.

With this, an Interactive Slide Deck in English for Grade VI Learners was materialized to help the
English Grade VI teachers to lessen the burden of finding resource materials that include all the
learning competencies from First to Fourth Quarter. This learning material contains 545 slides
classified according to competencies and objectives aligned to the Grade VI English curriculum
guide. This was utilized by the Grade VI English Teachers among 379 Grade VI pupils of Iloilo
Central Elementary School for the school year 2018-2019.

In our quest to improve our children’s overall performance in support to L&D program
implementation, preparation of learner’s materials and resource package development is our
topmost priority. The findings call for a more teacher and students’ friendly approach in monitoring
and assessing the academic performance in the English content area and quality of students’
analysis, which this instructional material will address. May this learning material facilitate
learners’ acquisition of knowledge, skills and attitude to create a 21st century learning
environment by blending physical and digital arrangements inside the classroom.