Republic of the Philippines
Department of Education
Daily Lesson Log
1. OBJECTIVES
Program Standard
Grade Level Standard
A. Content Standards
B. Performance Standards
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
1. CONTENT
2. LEARNING PROCESS
A. References
Region IV-A CALABARZON
Division of Quezon
School Canda National High School, Grade Level 10- Excellence, Integrity, Resilience,
Junior High School Department Commitment
Teacher
JENNIFER M. OESTAR, Ph.D. Learning Area English-Celebrating Diversity
through World Literature
Teaching Dates and Time June 10-14, 2019 Quarter FIRST
Session 1 Session 2 Session 3 Session 4 Session 5
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.
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.
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.
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.
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
At the end of the session, At the end of the session, learners At the end of the session, learners At the end of the session, learners At the end of the session,
learners are expected to: are expected to: are expected to: are expected to: students are expected to:
EN10RC-Ic-2.15.2: Determine EN10VC-Ic-1.4/2.4: Determine how EN10LT-Ic-2.2: Explain how the EN10OL-Ic-3.16: Describe the Objectives:
the effect of textual aids like connected events contribute to the elements specific to a genre techniques in effective public 1. Apply what one has learned
advance organizers, titles, non- totality of a material viewed contribute to the theme of a particular speaking from the week’s lesson.
linear illustrations, etc. on the EN10V-Ic-13.9: Differentiate formal literary selection EN10G-Ic-26: Using words and
understanding of a text from informal definitions of words EN10WC-Ic-12.2: Formulate a expressions that emphasize a point 2. Show enthusiasm in answering
EN10LC-Ic-4: Determine the statement of opinion or assertion Quiz 1.
implicit and explicit signals,
verbal, as well as non-verbal, REGULAR NONWORKING
used by the speaker to highlight HOLIDAY: INDEPENDENCE DAY
significant points
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: Lesson 1_Overcoming Challenges
þ Daedalus and Icarus þ Answering of Module 1: þ Daedalus and Icarus þ Daedalus and Icarus þ Daedalus and Icarus Quiz 1
Pre-Assessment þ Intensive and Reflexive Pronoun þ Intensive and Reflexive
Introduction Pronoun Introduction
þ Anti-Bullying Act
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.
Celebrating Diversity Through Celebrating Diversity Through World Celebrating Diversity Through World Celebrating Diversity Through World Celebrating Diversity Through
World Literature Literature Literature Literature World Literature
English - Learner’s Material English - Learner’s Material English - Learner’s Material English - Learner’s Material English - Learner’s Material

1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
A. Other Learning Resources
3. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
First Edition 2015 First Edition 2015 First Edition 2015 First Edition 2015 First Edition 2015
Pages 11-16 Pages 17-19 Pages 20-26 Pages 27-30 Pages 11-30
Literature in K12, Isagani R. Literature in K12, Isagani R. Cruz Literature in K12, Isagani R. Cruz Literature in K12, Isagani R. Cruz Literature in K12, Isagani R. Cruz
Cruz Ph.D. Ph.D. Ph.D. Ph.D. Ph.D.
K to 12 English Curriculum K to 12 English Curriculum Guide K to 12 English Curriculum Guide K to 12 English Curriculum Guide K to 12 English Curriculum Guide
Guide May 2016 Page 199 of May 2016 Page 199 of 244 Learning May 2016 Page 199 of 244 Learning May 2016 Page 199 of 244 Learning May 2016 Page 199 of 244
244 Learning Materials are Materials are uploaded at Materials are uploaded at Materials are uploaded at Learning Materials are uploaded
uploaded at http://lrmds.deped.gov.ph/. http://lrmds.deped.gov.ph/. http://lrmds.deped.gov.ph/. at http://lrmds.deped.gov.ph/.
http://lrmds.deped.gov.ph/.
Materials Materials Materials Materials Materials
A. Video of the material A. Video of the material A. Video of the material A. Video of the material A.Pen and Paper
B. Laptop and speaker B. Laptop and speaker B. Laptop and speaker B. Laptop and speaker
C. Strips of Colored Paper, C. Strips of Colored Paper, Tape and C. Strips of Colored Paper, Tape and C. Strips of Colored Paper, Tape
Tape and Marker Marker Marker and Marker
D. Copy of the Material D. Copy of the Material
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.
Preliminary Activities/ Preliminary Activities/ Preliminary Activities/ Preliminary Activities/ Preliminary Activities/
Routines/Checking of Routines/Checking of Routines/Checking of Routines/Checking of Routines/Checking of
Attendance/Classroom Attendance/Classroom Management Attendance/Classroom Management Attendance/Classroom Management Attendance/Classroom
Management Etc. Etc. Etc. Etc. Management Etc.
VOCABULARY VOCABULARY ENHANCEMENT VOCABULARY ENHANCEMENT VOCABULARY ENHANCEMENT VOCABULARY ENHANCEMENT
ENHANCEMENT 1.Giving of the WORD for TODAY 1.Giving of the WORD for TODAY
1.Giving of the WORD for TODAY 1.Giving of the WORD for TODAY and students make a sentence and students make a sentence
1.Giving of the WORD for and students make a sentence using and students make a sentence using using the word for today. using the word for today.
TODAY and students make a the word for today. the word for today.
sentence using the word for 3. Checking of Previous Activities UNFREEZING ACTIVITY UNFREEZING ACTIVITY
today. 3. Review on the Previous Lesson
UNFREEZING ACTIVITY To catch students’ attention, the To catch students’ attention, the
3. Checking of Previous UNFREEZING ACTIVITY teacher, the teacher plays a video teacher, the teacher plays a video
Activities 4.To catch students’ attention, the 3.To catch students’ attention, the clip. clip.
teacher plays a video clip. teacher, the teacher plays a video
UNFREEZING ACTIVITY clip. 1. The teacher gives intruction on 2. The teacher gives intruction on
5.The teacher gives instruction on what the students should do during what the students should do
4.To catch students’ attention, what the students should do during 4. The teacher gives intruction on the song. during the song.
the teacher plays a video clip. the song. what the students should do during
the song. The students perform the activity. The students perform the activity.
5.The teacher gives instruction The students perform the activity.
on what the students should do The students perform the activity.
during the song.
B. Establishing a purpose for the Task. VOCABULARY SPINNER
lesson
Your teacher will give you
instructions on how to play the
vocabulary spinner.
How do personal challenges
make you a better person?
Task 7 OF FLIGHT AND LIGHT
Discussion of Icarus and
Daedalus
By Nick Pontikis
SPELLING DRILL Task. GRAMMARIAN FOR A DAY
A. Scan the paragraphs below.
1. mischeivous Underline all the pronouns used by
2. potlock the author.
3. ragamuffin He was then tried at the
4. impeccable Areiopagus, which was the ancient
5. oblivion Greek court, and banished from his
6. populace home city of Athens. He fled to the
7. labyrinth island of Crete, where he began to
8. minotaur work at the court of King Minos and
9. alliteration Queen Pasiphae, in the magnificent
10. onomatopoeia palace of Knossos.
It is said that Daedalus was
the first to conceive masts and sails
for ships for the navy of Minos,
helping Crete become a naval power.
The statues he carved were so
exquisite, they looked as if they were
alive. It is said that they would have
escaped were it not for the chain that
bound them to the palace wall.
Daedelus also constructed
a wooden cow for the queen to hide
in to satisfy her amorous longings for
a white bull sent by Poseidon.
When the dreadful Minotaur
was born, Daedalus built the
Labyrinth to contain the monstrous
half-man, half-bull. For years, Minos
demanded a tribute of youths from
Athens to feed the creature as
punishment for the accidental killing
of his son while he was visiting
Athens.
Eventually, the Athenian
hero Theseus came to Crete to
attempt to slay the Minotaur. Princess
Ariadne, daughter of King Minos and
Queen Pasiphae, fell in love with
Theseus and asked Daedalus to help
him.
Daedalus gave her a flaxen thread for
Theseus to tie to the door of the
Labyrinth as he entered, and by
which he could find his way out after
killing the monster. Theseus
succeeded, and escaped Crete with
Ariadne.
DAEDALUS AND ICARUS
My Mission Statement IDENTIFICATION
1. Author of the myth Daedalus
_____________________ and Icarus.
2. Ancient story created to explain
______________________
natural events.
______________________ 3. The meaning of the name
______________________ Daedalus.
4. Homeland of Daedalus.
______________________ 5. Daedalus nephew and his
apprentice.
6. A maze or passage created to
house the pet of King Minos.
7. A half-bull and a half human
beast, pet of King Minos.
8. The Queen who has an
amorous longing for a white bull.
9. Invented by Daedalus to satisfy
the queen’s amorous longing for a
white bull.
10. Daedalus’ father, son of
Erectheus.
11. The ancient Greek court.
12. The goddess of wisdom.
13. The sun-god.
14. The goddess of wisdom
changed Perdix into a ____.
15. The island where Daedalus
was banished.
16. The name of the kingdom of
King Minos.
17. The son of Daedalus.
18. The King of Crete.
19. The daughter of the King of
Crete.
20. The Athenian hero who had
slain the minotaur.
21. A material given by Daedalus
to Theseus to escape in the
labyrinth.
22. He had given Icarus a proper
burial.
23. The sea where Icarus was
drowned.
24. The palace of King Cocalus.
25. The island where Daedalus
continued his journey after Icarus’
death.
26. The temple where Daedalus

C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
offered his artificial wings.
27. The challenged device by
King Minos to look for Daedalus.
28. They killed King Minos.
29. Daedalus ended up in this
place after he left Camicus.
30. Daedalus travelled with him, a
nephew of Heracles.
ENUMERATION
31-33. Inventions of Daedalus
34-35. Inventions of Perdix
36-37. Materials used for the
Artificial Wings
38-40. 3 islands where Daedalus
and Icarus reached after escaping
from Crete.
41-42. The advises given by
Daedalus to Icarus
43-45. Reputedly mothers of
Daedalus
46-49. Words for Today
50.Bonus
Task .FACTS AND DETAILS Task. IMAGE IN MY MIND B. Pick at least five (5) sentences Republic Act No. 10627 or the Anti- CONTINUATION
with pronouns. Rewrite the Bullying Act of 2013
1. Who hires Daedalus? Your teacher will group you into five. statements and make the pronouns
2. What does Daedalus Illustrate the images in your mind as reflexive. Make sure these pronouns “Bullying” refers to any severe, or
design to hold the you encountered the following in the reflect back to the subject of the repeated use by one or more
Minotaur? story. sentence. students of a written, verbal, or
3. What does Daedalus invent electronic expression, or a physical
to help him and Icarus Group 1: The Labyrinth 1. ________________________ act or gesture, or any combination
escape from the Labyrinth? thereof, directed at another student
Group 2: Icarian Sea 2. _________________________
4. What does he warn Icarus that has the effect of actually
not to do? Group 3: Minos’s shell 3. _________________________ causing or placing the latter in
5. What happens to Icarus? reasonable fear of physical or
Group 4: Minotaur 4. _________________________ emotional harm or damage to his
5. _________________________ property; creating a hostile
Group 5: Icarus’s wings environment at school for the other
student; infringing on the rights of
another student at school; or
materially and substantially
disrupting the education process or
the orderly operation of a school;
such as, but not limited to, the
following:
Task .WHAT’S GOING ON? CONTINUATION 1. Any unwanted physical contact CONTINUATION
C. Construct your own sentences by between the bully and the victim

E. Discussing new concepts and
practicing new skills #2
1. Why did Minos imprison
Daedalus in the Labyrinth?
2. Why did Minos think that, if
Daedalus can’t find his way
out, “so much the better”?
3. Minos tells Icarus that the
plan is dangerous. Why
does he want them to take
this risk?
4. Why did Daedalus leave
his wings on the altar of
Apollo? Why wouldn’t he
want to fly some more?
Task. FACT OR NOT
Tell whether the statement is a
fact or not. Draw WINGS before
each number if the statement is
a fact and SUN if otherwise.
_______ Daedalus was an
inventor.
CHECKING OF OUTPUT
1.Have the students exchange
papers for the checking of their work.
The teacher will discuss on how they
arrive to those answers..
using the following pronouns as like punching, pushing, shoving,
reflexive pronouns. kicking, slapping, tickling,
headlocks, inflicting school
1. (him) pranks, teasing, fighting, and the
______________________________ use of available objects as
weapons;
2. (her)
______________________________ 2. Any act that causes damage to a
3. (them) victim’s psyche and/or emotional
______________________________ well-being;
4. (it) 3. Any slanderous statement or
______________________________ accusation that causes the
victim undue emotional distress
like directing foul language or
profanity at the target, name-
calling, tormenting, and
commenting negatively on the
victim’s looks, clothes, and body;
4. “Cyberbullying” or any bullying
done through the use of
technology or any electronic
means. The term shall also
include any conduct resulting to
harassment, intimidation, or
humiliation, through the use of
other forms of technology, such
as, but not limited to texting,
email, instant messaging,
chatting, internet, social media,
online games, or other platforms
or formats as defined in DepEd
Order No. 40, s. 2012; and
5. Any other form of bullying as may
be provided in the school’s child
protection or anti-bullying policy,
consistent with the Act and this
IRR.
YOUR DISCOVERY b. 1. The term “bullying” shall also CONTINUATION
TASKS include:
1. Social bullying – refers to any
Task. MEN UNDER THE deliberate, repetitive, and
LENS aggressive social behavior
intended to hurt others or to
A. Make a list of all the
belittle another individual or
personal challenges Icarus group.
and Daedalus needed to
overcome to escape from

F. Developing mastery
(Leads for Formative Assessment
3)
G. Finding practical applications of
concepts and skills in daily living
_______ King Minos wanted to
kill the Minotaur.
_______ It would be easy to find
your way out of the Labyrinth.
_______ Icarus design his own
wings.
_______ The wings were made
of chicken feathers.
CONTINUATION.
INSIGHTS SHARING
1.Have each student discuss
his/her ideas with a partner.
2.Have each pair join another
pair to expand their sharing.
Task. CHARACTER PORTRAIT
Extract actions, dialogues, and
thoughts of Daedalus from the text
you have read, then write a
description about the character.
INSIGHTS SHARING
1.Have each student discuss his/her
ideas with a partner.
2.Have each pair join another pair to
expand their sharing.
the cruel living. 2. Gender-based bullying – refers to
any act that humiliates or
excludes a person on the basis
B. Pick out similar personal challenges you of perceived or actual sexual
have experienced, as the two characters. orientation and gender identity
(SOGI).
Processing Questions: c. Bully – refers to any student
who commits acts of bullying as
1. What do the similarities of your defined by the Act or this IRR.
personal challenges in life and those
of Daedalus and Icarus tell? What d. Bullied or Victim – refers to
new discoveries did you find? any student who experiences the
2. What do these discoveries reveal acts of bullying or retaliation as
about myths and realities of life? defined by the Act or this IRR.
Source: The Official
Gazette of the Republic of
the Philippines
Task. A DAY IN A LIFE CONTINUATION
Task. DEALING WITH PERSONAL
CHALLENGE What would you do to stop or at
least minimize the cases of bullying
Below are some personal challenges if you would be any of the following
encountered by Icarus and Daedalus. for a day?
How would you deal with these Group 1: A Senator
challenges if you encounter them?
Group 2: A School Janitor
1. abuse of power
2. self destruction Group 3: A Teacher
3. foolishness
4. lack of contentment Group 4: A Parent
5. aggressiveness
6. hard headedness Group 5: A Priest/Nun
7. impetuousness
8. hostility
9. pride
10. boastfulness
11. egocentricity
12. procrastination
13. compulsiveness
14. envy
Task. THE WORRY SHEET INSIGHTS SHARING INSIGHTS SHARING
Things that worry us could be great
challenges. What worries you at this 1.Have each student discuss his/her 1.Have each student discuss
moment? What can you do about it? ideas with a partner. his/her ideas with a partner.
Accomplish the chart below: see
page 22.
2.Have each pair join another pair to 2.Have each pair join another pair

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
for remediation
3. Call on a few students to
share their small group
discussion.
4. Synthesize 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.
CHECKING, RECORDING,
SUGGESTING
1. The teacher checks and
records students work.
The teacher makes necessary
comments or suggestions on
the students’ output.
AGREEMENT/REMINDERS
Task.DIGGING DEEPER
1. In a short paragraph,
describe how Daedalus
planned to escape from the
island prison of Crete.
2. Do you think Daedalus’s
plan is a good one?
Explain your answer.
3. Which events in the myth
could have happened in
real life?
4. If you had access to
building resources and
materials, how would you
design a flying machine to
help you escape from the
island prison of Crete?
3. Call on a few students to share
their small group discussion.
4. Synthesize 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.
CHECKING, RECORDING,
SUGGESTING
2. The teacher checks and records
students work.
3. The teacher makes necessary
comments or suggestions on the
students’ output.
AGREEMENT/REMINDERS
Task 14 TIMELINE
Read the text once again. Create a
graphic organizer of what happened
in each of the following places:
1. The palace of Minos
2. In prison
3. Icarus in the sea
4. Sicily
Task. STRESS TABS
Stress is a personal challenge. It
affects your studies and slows you
down in accomplishing a lot of things.
Use the chart below to identify what
causes you stress and how does it
affect you.
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
CHECKING, RECORDING,
SUGGESTING
1.The teacher checks and records
students work.
2.The teacher makes necessary
comments or suggestions on the
students’ output.
AGREEMENT/REMINDERS
Task. REACT TO THE MAX
Your instant reactions tell something
about yourself. How would you react
in each of the following situations?
Write your answer in the thought
balloon.
Task. MATTER OF JUDGMENT
Weighing two or more things to solve
a problem could be a real challenge.
If you were a judge and is to set free
one of the following prisoners, who
would it be and why? Check the box
of your choice and justify your answer
on the space provided below.
expand their sharing.
3. Call on a few students to share
their small group discussion.
4. Synthesize 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
CHECKING, RECORDING,
SUGGESTING
1. The teacher checks and records
students work.
2. The teacher makes necessary
comments or suggestions on the
students’ output.
YOUR FINAL TASK
You have been informed that the
final task for this quarter is to write a
short but persuasive text. A concise
oral presentation on the causes /
effects of cyberbullying, would help
you prepare for such a performance
at the end of the quarter.
to expand their sharing.
3. Call on a few students to share
their small group discussion.
4. Synthesize 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
CHECKING, RECORDING,
SUGGESTING
1. The teacher checks and
records students work.
2. The teacher makes necessary
comments or suggestions on the
students’ output.
 1. Murderer who has eight (8)
children
2. Thief who stole your mother’s
wedding ring.
3.Convicted rapist who claims he’s
innocent.
4. Innocent man convicted of a crime
but became a drug pusher while in
prison.

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 EXCELLENCE- EXCELLENCE- EXCELLENCE- EXCELLENCE- EXCELLENCE-
formative assessment INTEGRITY- INTEGRITY- INTEGRITY- INTEGRITY- INTEGRITY-
RESILIENCE- RESILIENCE- RESILIENCE- RESILIENCE- RESILIENCE-
COMMITMENT- COMMITMENT- COMMITMENT- COMMITMENT- COMMITMENT-
B. No. of learners who require additional EXCELLENCE- EXCELLENCE- EXCELLENCE- EXCELLENCE- EXCELLENCE-
activities for remediation. INTEGRITY- INTEGRITY- INTEGRITY- INTEGRITY- INTEGRITY-
RESILIENCE- RESILIENCE- RESILIENCE- RESILIENCE- RESILIENCE-
COMMITMENT- COMMITMENT- COMMITMENT- COMMITMENT- COMMITMENT-
C. Did the remedial lessons work? No. of EXCELLENCE- EXCELLENCE- EXCELLENCE- EXCELLENCE- EXCELLENCE-
learners who have caught up with the INTEGRITY- INTEGRITY- INTEGRITY- INTEGRITY- INTEGRITY-
lesson. RESILIENCE- RESILIENCE- RESILIENCE- RESILIENCE- RESILIENCE-
COMMITMENT- COMMITMENT- COMMITMENT- COMMITMENT- COMMITMENT-
D. No. of learners who continue to require. EXCELLENCE- EXCELLENCE- EXCELLENCE- EXCELLENCE- EXCELLENCE-
INTEGRITY- INTEGRITY- INTEGRITY- INTEGRITY- INTEGRITY-
RESILIENCE- RESILIENCE- RESILIENCE- RESILIENCE- RESILIENCE-
COMMITMENT- COMMITMENT- COMMITMENT- COMMITMENT- COMMITMENT-
E. Which of the teaching strategies worked
well? Why did these works?
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?

(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 III English Coordinator
Noted by:

ALLAN E. DATA
Principal II