Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Quezon
Daily Lesson Log
School Canda National High School,
Junior High School Department
Grade Level 10- Excellence, Resilience,
Compassion, Commitment,
Integrity, Einstein
Teacher
JENNIFER M. OESTAR, Ph.D. Learning Area English-Celebrating Diversity
through World Literature
Teaching Dates and Time July 1-5, 2019 Quarter First
Session 1 Session 2 Session 3 Session 4
1. OBJECTIVES Objective must be met 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 assessed using Formative Assessment Strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Program Standard The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and those of other
countries.
Grade Level Standard The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper appreciation of World Literature, including Philippine
Literature.
A. Content Standards The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also how to use strategies in linking
textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns.
B. Performance Standards The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning Competencies/ Objectives
RC -Reading Comprehension
LC -Listening Comprehension
VC -Viewing Comprehension
V-Vocabulary Development
LT-Literature
WC -Writing and Composition
F -Oral Language and Fluency
G -Grammar Awareness
At the end of the session,
learners are expected to:
1.Recall important events in the
myth “Orpheus.”
2.Determine the tone, mood,
technique, and purpose of the
author in writing the text.
At the end of the session,
learners are expected to:
1.Recall important events in the
myth “Orpheus.”
2.Determine the tone, mood,
technique, and purpose of the
author in writing the text.
At the end of the session,
learners are expected to:
1. Explain the main idea of the
story through movie review.
2. Show appreciation in watching
movie by comparing it to textual/
book version.
3. Determine the flow of the
movie review form.
At the end of the session,
learners are expected to:
1. Explain the main idea of the
story.
2. Use graphic organizers for
better understanding of the text.
3. Summarize important details
from the reading selection
4. Show understanding of the
theme through a photo essay.
At the end of the session,
learners are expected to:
1. Explain the main idea of the story.
2. Use graphic organizers for better
understanding of the text.
3. Summarize important details
from the reading selection
4. Show understanding of the
theme through a photo essay.
1. CONTENT 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.
MODULE 1: Overcoming Challenges
Orpheus by Alice Low,
continuation
Orpheus by Alice Low,
continuation
Arachne translated by Olivia
Coolidge
Orpheus by Alice Low,
continuation
PRESENTATION OF LET IT GO
2. LEARNING PROCESS List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulate
materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References Celebrating Diversity Through
World Literature
English - Learner’s Material
First Edition 2015
Celebrating Diversity Through World
Literature
English - Learner’s Material
First Edition 2015
Celebrating Diversity Through
World Literature
English - Learner’s Material
First Edition 2015
Celebrating Diversity Through
World Literature
English - Learner’s Material
First Edition 2015
Celebrating Diversity Through
World Literature
English - Learner’s Material
First Edition 2015
1. Teacher’s Guide pages Curriculum Guide (May 2016) pp.
221
Curriculum Guide (May 2016) pp.
221
Curriculum Guide (May 2016) pp.
222
Curriculum Guide (May 2016) pp.
222
Curriculum Guide (May 2016) pp.
222
2. Learner’s Materials pages English Learner‘s Material for
Grade 10 pp. 61 - 63
From Grammar to Fluency in 30
Days pp. 74-90
English Learner‘s Material for Grade
10 pp. 61 - 63
From Grammar to Fluency in 30
Days pp. 74-90
English Learner‘s Material for
Grade 10 pp. 68-77
English Learner‘s Material for
Grade 10 pp. 68-77
English Learner‘s Material for
Grade 10 pp. 68-77
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
Literature in K12, Isagani R. Cruz
Ph.D.
K to 12 English Curriculum Guide
May 2016 Page 199 of 244
Learning Materials are uploaded
at http://lrmds.deped.gov.ph/.
Literature in K12, Isagani R. Cruz
Ph.D.
K to 12 English Curriculum Guide
May 2016 Page 199 of 244 Learning
Materials are uploaded at
http://lrmds.deped.gov.ph/.
Literature in K12, Isagani R. Cruz
Ph.D.
K to 12 English Curriculum Guide
May 2016 Page 199 of 244
Learning Materials are uploaded
at http://lrmds.deped.gov.ph/.
Literature in K12, Isagani R. Cruz
Ph.D.
K to 12 English Curriculum Guide
May 2016 Page 199 of 244
Learning Materials are uploaded
at http://lrmds.deped.gov.ph/.
Literature in K12, Isagani R. Cruz
Ph.D.
K to 12 English Curriculum Guide
May 2016 Page 199 of 244
Learning Materials are uploaded
at http://lrmds.deped.gov.ph/.
A. Other Learning Resources Materials
 Video of the material
 Laptop and speaker
 Strips of Colored Paper,
Tape and Marker
Materials
 Video of the material
 Laptop and speaker
 Strips of Colored Paper,
Tape and Marker
Materials
 Video of the material
 Laptop and speaker
 Strips of Colored Paper,
Tape and Marker
Materials
 Video of the material
 Laptop and speaker
 Strips of Colored Paper,
Tape and Marker
Materials
 Video of the material
 Laptop and speaker
 Strips of Colored Paper,
Tape and Marker
3. PROCEDURES These steps should done across the week. Spread out the activities appropriately so that that the students will learn well. Always be guided by demonstration of learning by the students which you can infer from the 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 lesson or
presenting the new lesson
Preliminary Activities/
Routines/Checking of
Attendance/Classroom
Management Etc.
VOCABULARY ENHANCEMENT
1.Giving of the WORD for TODAY
and students make a sentence
using the word for today.
2.. Checking of Previous Activities
UNFREEZING ACTIVITY
3.To catch students’ attention, the
teacher plays a video clip of the
unfreezing activity.
Preliminary Activities/
Routines/Checking of
Attendance/Classroom
Management Etc.
VOCABULARY ENHANCEMENT
1.Giving of the WORD for TODAY
and students make a sentence
using the word for today.
2. Checking of Previous Activities
UNFREEZING ACTIVITY
3.To catch students’ attention, the
teacher plays a video clip of the
unfreezing activity.
Preliminary Activities/
Routines/Checking of
Attendance/Classroom
Management Etc.
VOCABULARY ENHANCEMENT
1.Giving of the WORD for TODAY
and students make a sentence
using the word for today.
2. Checking of Previous Activities
UNFREEZING ACTIVITY
3.To catch students’ attention, the
teacher plays a video clip of the
unfreezing activity.
Preliminary Activities/
Routines/Checking of
Attendance/Classroom
Management Etc.
VOCABULARY ENHANCEMENT
1.Giving of the WORD for TODAY
and students make a sentence
using the word for today.
2. Checking of Previous Activities
UNFREEZING ACTIVITY
3.To catch students’ attention, the
teacher plays a video clip of the
unfreezing activity.
Preliminary Activities/
Routines/Checking of
Attendance/Classroom
Management Etc.
VOCABULARY ENHANCEMENT
1.Giving of the WORD for TODAY
and students make a sentence
using the word for today.
2. Checking of Previous Activities
UNFREEZING ACTIVITY
3.To catch students’ attention, the
teacher plays a video clip of the
unfreezing activity.

4.The teacher gives intruction on
what the students should do during
the song.
The students perform the
activity.
4.The teacher gives instruction on
what the students should do during
the song.
The students perform the activity.
4.The teacher gives instruction on
what the students should do
during the song.
The students perform the
activity.
4.The teacher gives instruction on
what the students should do
during the song.
The students perform the
activity.
4.The teacher gives instruction on
what the students should do during
the song.
The students perform the
activity.
B. Establishing a purpose for the
lesson
MYTHS DEFINED
Myths are stories about gods,
goddesses, and heroes passed
from one generation to another.
Many Greek myths have a great
deal of influence on our culture. For
ages, writers, artists, and
musicians have used mythological
characters as their inspiration.
―Orpheus,‖ whose story shall be
discussed today, is one of the
mythological characters around the
world.
MY UNDERSTANDING OF THE
TEXT
After reading the text, answer the
following questions in your notebook.
Then, be ready to share your answer
in class.
1. What was the greatest strength of
Orpheus? What was his weakness?
2. What effect did Orpheus‘ music
have on people and gods? Cite two
examples of this.
3. Why did Orpheus decide to rescue
his wife from the underworld?
4. Why did Orpheus look back to see
if Eurydice was following him?
5. What reasons might the gods have
for allowing Orpheus and Eurydice to
be reunited?
6. Explain why the gods gave a
condition to Orpheus and to his bride
to return to earth.
7. What main characteristic of this
text makes it a myth?
8. To whom does Orpheus owe his
talent? Why was he able to win the
sympathy of the gods?
9. In what situations were the gods
willing to help humans?
10. Does the story reveal certain
realities about Greeks? What are
these?
11. What does the story reveal about
the concept of gods in Greek
Mythodology?
Read a quotation and try
answering these questions:
Whose face flashed at the back
of your mind?
How do you feel as you read it?
What are its aspects / details
that relate to, or show the
importance of dealing with
personal challenges in life?
THE OTHER VERSION
Arachne was a gifted weaver. Her
tapestries were admired by people
all over the world. She would
weave day and night. She
boasted about being a better
weaver than even the goddess
Athena herself, who was
the goddess of skill. After hearing
Arachne's statement, Athena
confronted her and a contest was
planned to see who was the better
weaver. The loser of the contest
could never weave on their loom
again. After both of them were
finished with their tapestries, it was
time to choose a winner. Athena's
tapestry was beautiful; it showed
her winning a competition between
herself and Poseidon. Arachne's
tapestry was breathtaking, it was
so beautiful that it seemed like the
images on the fabric were
alive. Even Athena herself stood in
awe after seeing it. Unfortunately,
the work of Arachne was one that
showed the Gods'
past embarrassments. Athena
and the viewers did not take
the offense lightly. They rejected
her work and made her the
loser. Arachne was heartbroken at
the fact that she would never be
able to weave again. When she
felt her guiltiness, Arachne
committed suicide by hanging
THE STUDENTS PERFORM
THE CHORAL
PRESENTATION

herself, for the guilt and regret was
too much to bear for her. Athena,
however, did not expect the death
of Arachne. Thus, Athena pitied
Arachne and transformed her into
a spider, so that she could weave
forever.
C. Presenting examples/instances of
the new lesson
LET IT GO!
Listen to the song entitled
―Let It Go‖ from the movie
Frozen. Determine implicit and
explicit signals from the lyrics
that are used by the composer
to highlight significant points.
Read the story Orpheus once
again. Determine the tone,
mood, technique, and purpose of
the author in writing the text. Use
the graphic organizer below to
show your answer.
Preliminary Activity:
A PUZZLING TRIAL
Think about a puzzling
problem, a trial, or a challenge
you have experienced.
Find a partner, and take turns
in explaining what happened.
Tell what you like / dislike about
it.
How did you deal with it?
that you‘d like to change /
improve?
Share your experiences with
others.
Word Finder Continuation
Find difficult/unfamiliar words
in the selection, and look up
the meaning of each through
the use of a dictionary or
context clues.
Image Makers Discuss the
answers to these questions:
1. What caused Arachne‘s
fears and failures?
2. How did Arachne try to fight
her fear and carry out the
conditions of the challenge?
3. How does she feel about
her weaving skill?
4. What prevailing mood is
conveyed in ―Arachne‖? Find
words/phrases in the selection
that convey that mood clearly.
5. What tone is used in the
selection? Cite paragraph/s
that support your contention?
6. Describe how the mood
and the tone contribute to the
total effect of the story.
THE STUDENTS PERFORM
THE CHORAL
PRESENTATION
D. Discussing new concepts and
practicing new skills #1
Processing Questions:
1. What is the song all about?
2. What explicit and implicit
signals were used by the singer
to highlight significant points? 3.
How do these signals add value
to the lyrics and overall meaning
of the song?
A LETTER LATER
Write a letter to yourself which
you will only open 20 years from
now. Highlight in your letter how
you were able to capitalize on
your strengths and recognize
your weaknesses to become a
better person. Use statements
expressing opinions or strong
assertions in your letter.
READ TO ACHIEVE
Read ―Arachne, ‖ a myth
from Ancient Greece,
translated by Olivia Coolidge.
Find out how human desires,
intuitions, and motives lead to
dealing with personal
challenges. Use the graphic
organizer below to note

important details from the
story.
E. Discussing new concepts and
practicing new skills #2
MYSTERY WORDS
Knowing the following words will
help you as you read
Orpheus. Remember how
these words are defined.
1. Inspiration A. something that
brings on creative activity B.
motivation
2. Lyre A. a small stringed
musical instrument B. similar
to a harp
3. Entranced A. to put
somebody into trance B.
charmed
4. Condemned A. to express an
unfavorable or adverse
judgment B. doomed
5. Summoned A. sent for B.
called forth
THANKS FOR THE AD!
Draw inspiration from the theme
of the story. Make your own
Information Ad (TV, radio, or
print) that would campaign on
capitalizing on strengths and
recognizing your weaknesses.
SMALL GROUP
DIFFERENTIATED
ACTIVITIES (SGDA) - THE
GOLDEN DOOR
Form four groups, and work on
your assigned task. Remember to
share your ideas, thoughts, and
experiences with the class.
Reflect on your teaching and
assess yourself as a teacher.
Think about your students’
progress this week. What works?
What else needs to be done to
help the students learn? Identify
what help your instructional
supervisor can provide for you so
when you meet them, you can
ask them relevant questions.
THE STUDENTS PERFORM
THE CHORAL
PRESENTATION
F. Developing mastery
(Leads for Formative
Assessment 3)
Processing
Questions:
1. What did you notice in the
way these words are defined?
2. How do you differentiate
definition A from B?
3. Which is a better way to
define a word?
CONTINUATION CONTINUATION CONTINUATION CONTINUATION
G. Finding practical applications of
concepts and skills in daily living
INSIGHTS SHARING
1.Have each student discuss
his/her ideas with a partner.
2.Have each pair join another pair
to expand their sharing.
INSIGHTS SHARING
1.Have each student discuss his/her
ideas with a partner.
2.Have each pair join another pair to
expand their sharing.
INSIGHTS SHARING
1.Have each student discuss
his/her ideas with a partner.
2.Have each pair join another pair
to expand their sharing.
INSIGHTS SHARING
1.Have each student discuss
his/her ideas with a partner.
2.Have each pair join another pair
to expand their sharing.
INSIGHTS SHARING
1.Have each student discuss
his/her ideas with a partner.
2.Have each pair join another pair
to expand their sharing.

3. Call on a few students to share
their small group discussion.
4. Synthesize the lesson.
3. Call on a few students to share
their small group discussion.
4. Synthesize the lesson.
3. Call on a few students to share
their small group discussion.
4. Synthesize the lesson.
3. Call on a few students to share
their small group discussion.
4. Synthesize the lesson.
3. Call on a few students to share
their small group discussion.
4. Synthesize the lesson.
H. Making generalizations and
abstractions about the lesson
DIGGING DEEPER
1. Have the students summarized
what they have learned for today’s
lesson.
2.The teacher gives necessary
corrections/additional insight
regarding the lesson.
DIGGING DEEPER
1. Have the students summarized
what they have learned for today’s
lesson.
2.The teacher gives necessary
corrections/additional insight
regarding the lesson.
DIGGING DEEPER
1. Have the students summarized
what they have learned for
today’s lesson.
2.The teacher gives necessary
corrections/additional insight
regarding the lesson.
DIGGING DEEPER
1. Have the students summarized
what they have learned for
today’s lesson.
2.The teacher gives necessary
corrections/additional insight
regarding the lesson.
DIGGING DEEPER
1. Have the students summarized
what they have learned for today’s
lesson.
2.The teacher gives necessary
corrections/additional insight
regarding the lesson.
I. Evaluating learning CHECKING, RECORDING,
SUGGESTING
1. The teacher checks and records
students work.
2. The teacher makes necessary
comments or suggestions on the
students’ output.
CHECKING, RECORDING,
SUGGESTING
1. The teacher checks and
records students work.
2. The teacher makes necessary
comments or suggestions on
the students’ output.
CHECKING, RECORDING,
SUGGESTING
1. The teacher checks and
records students work.
2. The teacher makes
necessary comments or
suggestions on the students’
output.
CHECKING, RECORDING,
SUGGESTING
3. The teacher checks and
records students work.
The teacher makes necessary
comments or suggestions on the
students’ output.
CHECKING, RECORDING,
SUGGESTING
3. The teacher checks and
records students work.
The teacher makes necessary
comments or suggestions on the
students’ output.
J. Additional activities for
application for remediation
READ TO ACHIEVE
To what extent would you use
your strengths to save the
person you love? Read the
story and find out what
Orpheus did to save his only
love. While reading, be guided
by the questions below.
What words can be used to
describe Orpheus‘ gift?
If you were Orpheus, would
you have looked back to see if
Eurydice was following? Why or
why not?
SUBMISSION OF PROJECT
Writing an Autobiography
Paragraph 1: Description of Oneself
Paragraph 2: Family Background
Paragraph 3: Childhood
Experiences
Paragraph 4: Early Education
Paragraph 5: Awards, Recognitions
Etc.
Paragraph 6: Skills, Hobbies,
Talents
Paragraph 7: Ambition in Life
Paragraph 8: Definition of Life to you
5-10 sentences per paragraph.
Word Finder
Find difficult/unfamiliar words
in the selection, and look up
the meaning of each through
the use of a dictionary or
context clues.
Image Makers Discuss the
answers to these questions:
1. What caused Arachne‘s
fears and failures?
2. How did Arachne try to fight
her fear and carry out the
conditions of the challenge?
3. How does she feel about
her weaving skill?
4. What prevailing mood is
conveyed in ―Arachne‖? Find
words/phrases in the selection
that convey that mood clearly.

5. What tone is used in the
selection? Cite paragraph/s
that support your contention?
6. Describe how the mood
and the tone contribute to the
total effect of the story.
4. REMARKS
5. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify
what help your instructional supervisor can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80%
on the formative assessment.
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.
E. Which of the teaching strategies
worked well? Why did these work?
F. What difficulties did I
encountered which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I used/ discover which
I wish to share with other teachers?
Narrative Reflection
(Above information came from Division Memorandum 194, s. 2016 dated June 8, 2016)
Prepared by: Checked by:
JENNIFER M. OESTAR ALODIA A. ALBESTOR
Secondary School Teacher I English Coordinator
Noted by:
ALLAN E. DATA
Principal II