Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

University Town, Northern Samar
Web: http://uep.edu.ph; Email:

COLLEGE OF EDUCATION

I. OBJECTIVES
1. Analyze the selection “How Odin Lost His Eye” through oral recitation.
2. Discuss their insights on the relevance of the selection in contemporary
times.
3. Write a short essay highlighting the theme of the selection.
Grammar Point: Differentiate between modals indicating obligation and
necessity.

II. SUBJECT MATTER

A. Topic: How Odin Lost His Eye
B. Materials: Metastrips/flashcards, handouts/modules, Television
(Powerpoint)
C. Reference: Almonte, Liza et.al. (2015). English Learning Material 10.
Celebrating Diversity Through World Literature. Pasig City: REX Book
Store, Inc., pp. 82-86

III. PROCEDURE

Teacher’s Activities Students’ Activities

A. Preliminary Activities
 Prayer
 Greetings
 Classroom management
 Seating arrangement
 Checking of attendance

B. Review
Class, what did you discuss
last meeting?
We discussed about formal and
Great! Now, can you tell me informal definition.
the difference between these
two?
Formal definition consists of three
parts: the term, the part of the
 speech to which it belongs, such as
a noun or a verb, and all the traits
or characteristics that are specific
to that term. On the other hand, in
an informal definition the writer
uses known words or examples to
explain unknown term.
Very good!

C. Motivation
Class, you will be divided into
three groups. I will show you
an unfamiliar word/s taken
from the selection that we are
going to discuss today, and
you will tell me its definition.
The first group to give the
correct definition will earn a
point. The group with the
highest point at the end of this
activity will merit additional
points in the assessment later.
Sample word/s:
1. Raven
2. Perch
3. Pluck
4. Gloomy
5. Forge
The students will do the activity.

D. Activity
I will let you read the selection
“How Odin Lost His Eye” while
playing Chopin Ballad No. 1 in
G minor Op.23 on the
background. After you finished
reading, we will have an oral
recitation. Am I clear?
Yes, Sir! (The students will read
the selection.)
E. Analysis
I will call a name and this
student will have to stand up
and answer a particular
question relative to the
selection you have read. If this
student fails to answer the
question, I will choose a
volunteer from the class to help
him/her. Are you ready?
Yes, sir!
(The teacher will call someone
from the class)
Questions:
1. Do you consider Odin as a 1. Answers may vary
Hero? Why or why not?
2. Does he only think of 2. Answers may vary
himself or other people?
Why does he think that
way? 3. Answers may vary
3. Consider Odin’s desire.
Does it serve as an
opportunity to prove he can
face challenges? 4. He has seen sorrow and
4. How did the character death as well as joy at the
succeed over his glorious end.
challenges? What did he
learn from the experience? 5. He has remained the
5. Was there a change of his epitome of a great leader
action, thoughts, feelings or until the end.
did he remain the same till
the end?

Good job!

Now, I want you to read in

chorus these sentences from
the selection “How Odin Lost
His Eye” on the board.
1. “Odin, the king of the gods,
needs to have more
wisdom,” (The students will read the
2. “He ought to know more sentences)
about his enemies.”
3. “The price of the drink must All of them are auxiliary verbs with
be a great sacrifice.” specific functions
4. “You should think again
before you ask to drink.”
They are positioned before the
main verbs.

What do the italicized words

 have in common?
Perfect! How are they
positioned in the sentences?
Very good! Which of them
indicates a sense of
obligation? a necessity?
Marvelous! How do we call
these expressions?
Very Good! How do they help
in communicating messages?
Very Good!
F. Abstraction
Who are the characters in the
selection?
That’s right! What is the
selection all about?
Very good! What is the theme
of the selection?
G. Application
The class will be grouped into
five and each group will
provide an answer to these
The words must, should, and ought
to express obligation while the
words “needs to” indicate
necessity.
Modals
They specifically clarify the action.
Odin, Mimir, etc.,
It’s all about a father who sacrificed
his eye for his people.
Sacrifice
(The students will do the activity.)
1. Even today, there are still
people like Odin who can do great
sacrifices for significant others.
2. Admirable behavior—all-
father attitude, being wise, doing
sacrifices for others; Behavior
condemned by gods—evil actions
and hatred of the elves
3. Answer may vary
4. Odin, of course, since he
promoted an enduring virtue that
has been necessary until now.
5. Answer may vary
6. Answer may vary
7. Odin/the gods
8. Answer may vary
 questions. Later on, you will
select one member of the
group to present your answers.

1. What do Odin’s actions

and traits reveal about human
nature?
2. What behavior (admired
or condemned by gods) has
been illustrated or featured in
“How Odin Lost His Eye”?
3. Are the virtues
highlighted still observed these
days? Prove your point.
4. Which of these
characters do you like best?
Did he promote an enduring
virtue that is applicable even
today? In what way?
5. Do you think Odin’s
attitude would be helpful to win
over our personal challenges?
Explain.
6. From which of the
characters do you think you
learn the most valuable
lesson? Why?
7. Which of the characters
consistently portrayed a
positive attitude of winning
over challenges?
8. How did the last part
surprise you?

IV. Evaluation
Class, you will write a short persuasive essay highlighting the theme of the
selection and discussing your insights about its importance in
contemporary times. (A rubric will be provided)

V. Assignment
Read and study the selection “The Analects” by Confucius.
Rubric for essay writing:

Criteria 2 pts. (Poor) 3 pts. (Good) 5 pts. (Excellent)

Message Communicates Communicates Communicates
irrelevant relevant relevant
information to information information
intended audience appropriately to appropriately and
intended audience effectively to
intended audience
Organization and the Presents Presents Presents
use of cohesive disorganized essay information and information in
device which the readers logical sequence logical, interesting
can have a hard which readers can sequence which
time to follow follow readers can follow
Grammar/mechanics There are no more There are no more There are no more
than four errors than three errors than two errors
TOTAL