Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Quezon

School Canda National High School, Grade Level 10- Excellence, Resilience,
Junior High School Department Compassion, Commitment,
Integrity, Einstein
Daily Lesson Log
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, Orpheus by Alice Low, continuation Arachne translated by Olivia Orpheus by Alice Low, PRESENTATION OF LET IT GO
continuation Coolidge continuation

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 Celebrating Diversity Through World Celebrating Diversity Through Celebrating Diversity Through Celebrating Diversity Through

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
World Literature Literature World Literature World Literature World Literature
English - Learner’s Material English - Learner’s Material English - Learner’s Material English - Learner’s Material English - Learner’s Material
First Edition 2015 First Edition 2015 First Edition 2015 First Edition 2015 First Edition 2015
Curriculum Guide (May 2016) pp. Curriculum Guide (May 2016) pp. Curriculum Guide (May 2016) pp. Curriculum Guide (May 2016) pp. Curriculum Guide (May 2016) pp.
221 221 222 222 222
English Learner‘s Material for English Learner‘s Material for Grade English Learner‘s Material for English Learner‘s Material for English Learner‘s Material for
Grade 10 pp. 61 - 63 10 pp. 61 - 63 Grade 10 pp. 68-77 Grade 10 pp. 68-77 Grade 10 pp. 68-77
From Grammar to Fluency in 30 From Grammar to Fluency in 30
Days pp. 74-90 Days pp. 74-90
Literature in K12, Isagani R. Cruz Literature in K12, Isagani R. Cruz Literature in K12, Isagani R. Cruz Literature in K12, Isagani R. Cruz Literature in K12, Isagani R. Cruz
Ph.D. Ph.D. Ph.D. Ph.D. Ph.D.
K to 12 English Curriculum Guide K to 12 English Curriculum Guide K to 12 English Curriculum Guide K to 12 English Curriculum Guide K to 12 English Curriculum Guide
May 2016 Page 199 of 244 May 2016 Page 199 of 244 Learning May 2016 Page 199 of 244 May 2016 Page 199 of 244 May 2016 Page 199 of 244
Learning Materials are uploaded at Materials are uploaded at Learning Materials are uploaded Learning Materials are uploaded Learning Materials are uploaded at
http://lrmds.deped.gov.ph/. http://lrmds.deped.gov.ph/. at http://lrmds.deped.gov.ph/. at http://lrmds.deped.gov.ph/. http://lrmds.deped.gov.ph/.
Materials Materials Materials Materials Materials
 Video of the material  Video of the material  Video of the material  Video of the material  Video of the material
 Laptop and speaker  Laptop and speaker  Laptop and speaker  Laptop and speaker  Laptop and speaker
 Strips of Colored Paper,  Strips of Colored Paper,  Strips of Colored Paper,  Strips of Colored Paper,  Strips of Colored Paper,
Tape and Marker Tape and Marker Tape and Marker Tape and Marker Tape and Marker
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 Attendance/Classroom Attendance/Classroom
Management Etc. Etc. Management Etc. Management Etc. Management Etc.
VOCABULARY ENHANCEMENT VOCABULARY ENHANCEMENT VOCABULARY ENHANCEMENT VOCABULARY ENHANCEMENT VOCABULARY 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 1.Giving of the WORD for TODAY
and students make a sentence and students make a sentence and students make a sentence and students make a sentence and students make a sentence
using the word for today. using the word for today. using the word for today. using the word for today. using the word for today.
2.. Checking of Previous Activities 2. Checking of Previous Activities 2. Checking of Previous Activities 2. Checking of Previous Activities 2. Checking of Previous Activities
UNFREEZING ACTIVITY UNFREEZING ACTIVITY UNFREEZING ACTIVITY UNFREEZING ACTIVITY UNFREEZING ACTIVITY
3.To catch students’ attention, the 3.To catch students’ attention, the 3.To catch students’ attention, the 3.To catch students’ attention, the 3.To catch students’ attention, the
teacher plays a video clip of the teacher plays a video clip of the teacher plays a video clip of the teacher plays a video clip of the teacher plays a video clip of the
unfreezing activity. unfreezing activity. unfreezing activity. unfreezing activity. unfreezing activity.
4.The teacher gives intruction on 4.The teacher gives instruction on 4.The teacher gives instruction on 4.The teacher gives instruction on 4.The teacher gives instruction on

B. Establishing a purpose for the
lesson
what the students should do during
the song.
The students perform the activity.
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.
what the students should do during
the song.
The students perform the activity.
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?
what the students should do
during the song.
The students perform the activity.
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?
what the students should do what the students should do during
during the song. the song.
The students perform the activity. The students perform the activity.
THE OTHER VERSION THE STUDENTS PERFORM
THE CHORAL
Arachne was a gifted weaver. 
PRESENTATION
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

C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
committed suicide by hanging
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.  
LET IT GO! Read the story Orpheus once Preliminary Activity: Word Finder Continuation THE STUDENTS PERFORM
again. Determine the tone, Find difficult/unfamiliar words THE CHORAL
Listen to the song entitled mood, technique, and purpose of A PUZZLING TRIAL in the selection, and look up PRESENTATION
―Let It Go‖ from the movie the author in writing the text. Use  Think about a puzzling the meaning of each through
Frozen. Determine implicit and the graphic organizer below to problem, a trial, or a challenge the use of a dictionary or
explicit signals from the lyrics show your answer. you have experienced. context clues.
that are used by the composer  Find a partner, and take turns
to highlight significant points. in explaining what happened.  Image Makers Discuss the
Tell what you like / dislike answers to these questions:
about it. 1. What caused Arachne‘s
fears and failures?
Use these guide questions:  2. How did Arachne try to fight
How did you feel about it?  her fear and carry out the
How did you deal with it? conditions of the challenge?
 What are the things about it 3. How does she feel about
that you‘d like to change / her weaving skill?
improve? 4. What prevailing mood is
 What‘s your next move? conveyed in ―Arachne‖? Find
words/phrases in the selection
 Share your experiences with that convey that mood clearly.
others. 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.
Processing Questions: A LETTER LATER READ TO ACHIEVE
Write a letter to yourself which
1. What is the song all about? you will only open 20 years from Read ―Arachne, ‖ a myth
2. What explicit and implicit now. Highlight in your letter how from Ancient Greece,
signals were used by the singer you were able to capitalize on translated by Olivia Coolidge.
to highlight significant points? your strengths and recognize Find out how human desires,
3. How do these signals add your weaknesses to become a intuitions, and motives lead to
value to the lyrics and overall better person. Use statements dealing with personal
meaning of the song? expressing opinions or strong challenges. Use the graphic

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
assertions in your letter. organizer below to note
important details from the
story.
THANKS FOR THE AD! SMALL GROUP
DIFFERENTIATED
Draw inspiration from the theme ACTIVITIES (SGDA) - THE
of the story. Make your own GOLDEN DOOR
Information Ad (TV, radio, or
Form four groups, and work on
print) that would campaign on
your assigned task. Remember to
capitalizing on strengths and
share your ideas, thoughts, and
recognizing your weaknesses.
experiences with the class.
Reflect on your teaching and THE STUDENTS PERFORM
assess yourself as a teacher. THE CHORAL
Think about your students’ PRESENTATION
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.

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
F. Developing mastery Processing CONTINUATION CONTINUATION CONTINUATION CONTINUATION
(Leads for Formative Assessment Questions:
3) 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?
G. Finding practical applications of INSIGHTS SHARING INSIGHTS SHARING INSIGHTS SHARING INSIGHTS SHARING INSIGHTS SHARING
concepts and skills in daily living
1.Have each student discuss 1.Have each student discuss his/her 1.Have each student discuss 1.Have each student discuss 1.Have each student discuss
his/her ideas with a partner. ideas with a partner. his/her ideas with a partner. his/her ideas with a partner. his/her ideas with a partner.

2.Have each pair join another pair 2.Have each pair join another pair to 2.Have each pair join another pair 2.Have each pair join another pair 2.Have each pair join another pair
to expand their sharing. expand their sharing. to expand their sharing. to expand their sharing. to expand their sharing.

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.
2. The teacher makes necessary
comments or suggestions on the
students’ output.
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?
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.
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.
3. Call on a few students to share 3. Call on a few students to share 3. Call on a few students to share
their small group discussion. their small group discussion. their small group discussion.
4. Synthesize the lesson. 4. Synthesize the lesson. 4. Synthesize the lesson.
DIGGING DEEPER DIGGING DEEPER DIGGING DEEPER
1. Have the students summarized 1. Have the students summarized 1. Have the students summarized
what they have learned for what they have learned for what they have learned for today’s
today’s lesson. today’s lesson. lesson.
2.The teacher gives necessary 2.The teacher gives necessary 2.The teacher gives necessary
corrections/additional insight corrections/additional insight corrections/additional insight
regarding the lesson. regarding the lesson. regarding the lesson.
CHECKING, RECORDING, CHECKING, RECORDING, CHECKING, RECORDING,
SUGGESTING SUGGESTING SUGGESTING
1. The teacher checks and 3. The teacher checks and 3. The teacher checks and
records students work. records students work. records students work.
2. The teacher makes The teacher makes necessary The teacher makes necessary
necessary comments or comments or suggestions on the comments or suggestions on the
suggestions on the students’ students’ output. students’ output.
output.
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