LESSON PLAN IN ENGLISH 10

School Dumingag National High Grade Level & Section 10

School
Teacher Janice A. Basilisco Quarter 1
Learning English Teaching Dates & Duration Up to 4 days
Area
I. LEARNING OBJECTIVES
Content Standards The learner demonstrates understanding of how world literature
and other text types serve as ways of expressing and resolving
personal conflicts and how to use strategies in linking textual
information.
Performance Standards The learner composes a reflective journal that highlights the
challenges you are facing now and clarify the effects.
Learning Competencies/Code - Compare and contrast the contents of the material viewed
with outside sources of information in terms of accessibility
and effectiveness (EN10VCIVa-15)
Objectives
● Knowledge - Compare and contrast two different people/things and
compare new insights with previous learning

● Skills - Give meanings of words through using dictionary and / or

context clues
● Attitude - Use special words/expressions that emphasize a point

II. CONTENT Compare and Contrast the Contents of the Material Viewed
with Outside Sources of Information in Terms of Accessibility
and Effectiveness
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
SDO NegOr Self Learning Module for Quarter 1-Module 4 about
4.Additional Materials from Learning Compare and Contrast of the Material Viewed with Outside
Resource (LR) portal Sources of Information in Terms of Accessibility and Effectiveness
written by Marilou S. Zapanta
B. Other Learning Resources
C. Supplies, Equipment, Tools, etc. Copies of the SLM, enlarged version of some selected texts
IV. PROCEDURES
A. Review/Introductory - The teacher instructs the class to complete the given diagram to easily show
Activity the similarities and differences between James and Peter who are both Grade
10 students based on the given short article in the SLM.

James and Peter are Grade 10 students. James is bright while Peter is just an average
student. They are all doing good in school. They have perfect attendance and they all
come to school on time. Though James is smart, but he always gets worried if he gets
few errors in the test especially if he is not getting the highest score. Peter on the
other hand is always contented of what he gets for he has in mind that success is not
measured by the figures that appear in the card. He just makes sure that he learns
from the discussion and believes that he can apply what he learns.
B. Activity/ Motivation - The teacher says the following lines:

You are about to read a text about “Arachne” which is a myth. A myth is a
traditional story that is rooted in a culture; basically, religious and explains a belief,
a mysterious natural phenomenon, or a ritual. When you think of myth, you cannot
help but remember that they highlight significant truths about human experiences
you can rely on for you to understand yourself better. Remember that they start
from the examples of human desires, intuitions and motives that make them as
reliable, self-tested guides for people who are following their destiny and searching
for meaning in life.
Enjoy reading the story and come to think of your own challenges in life
especially in this new normal in education. Try asking yourself these questions:

⮚ What personal challenges do I have/

⮚ Am I like Arachne, the maiden in the story?
⮚ How do I differ from her?

C. Analysis/Presenting - The teacher will ask the students to look for at least eight (8) unfamiliar
examples of the new words in the selection they are about to read entitled “Arachne” and look for
lesson where the the meaning of it using the dictionary or context clues as well as use it in a
concepts are sentence. Write these in your notebook.
clarified

D. Abstraction - The teacher distributes handouts of the reading selection entitled

“ARACHNE”

Arachne

(Myth Summary)

by Olivia Coolidge
 In the kingdom of Lydia (an ancient area of Anatolia, which is in modern-day
Turkey) there lived a girl, named Arachne. She was very good at weaving, and her
reputation for embroidery soon spread. Athena, the goddess of (among many
other things) spinners and embroiderers, was considered by many to have been
Arachne’s tutor, but Arachne refused to give the goddess any credit for having
taught her how to weave so beautifully.

Indeed, so sure of her own weaving abilities was she, that Arachne even boldly
challenged Athena to a weaving contest. Athena turned up in disguise as an old
woman, advising the young weaver to be more modest about her achievements.
Arachne was scornful, so Athena – angered by the girl’s arrogance – revealed her
true identity and accepted the challenge Arachne had proposed.

The two competitors chose the subject of their tapestries with care: while Athena
showed the twelve Olympian gods in hers, she wove in a little detail in each of the
four corners, showing what happens to uppity mortals who think they can defy the
gods. Conversely, Arachne depicted the most outrageous things the gods had got
up to – in particular, Zeus’ track record in ‘seducing’ or abducting young maidens
to satisfy his own lust.

Arachne’s work was perfect, and Athena had to admit it. But, being a goddess, she
didn’t have to like it. What’s the use of being a deity if you can’t throw your weight
about from time to time? So Athena tore up Arachne’s beautiful work and struck
her down. Arachne was so downcast by this, that she hanged herself.

Athena was vindictive, and refused to give Arachne peace in death. So she turned
the dead girl into a spider, so that she would be doomed to weave and spin for all
time.

Source:interestingliterature.com/2021/07/myth-of-arachne-spider-summary-analysis/?
utm_source=rss&utm_medium=rss&utm_campaign=myth-of-arachne-spider-summary-analysis:

E. Valuing: Finding - The teacher gives the following questions taken from the selection and the
Practical students should link it to their own lives based on the situations given.
Applications of
Concepts and Skills 1. What caused Arachne’s fear and failure? How about you, were you able to
in Daily Living encounter failures in life as a student and as an ordinary individual?
2. How did Arachne try to fight her fear and carry out the condition of the
challenge? Are you like her or do you fight your fears in life? In what way?
3. How did she feel about her waving skills?
4. What prevailing mood is conveyed in “Arachne” Are you experiencing it
personally?
5. What tone is used in the selection?
6. Describe how the tone and mood contribute to the total effect of the story?
7. What is the nature of the conflict of the story?
8.What did Arachne do that it made it difficult for her to solve her problem? Are
you like her making your problem complicated and difficult to solve?
9. What are some details in the story that will prove that Arachne’s pride is the
reason for her downfall?
10. Had Arachne changed her attitude; do you think the old woman would have
punished her? Explain
11. Does the story help you understand the value of dealing with challenges?
12. What statement about human experience does the story make?
F. Generalization - The teacher instructs the students to make a journal on the lesson about
Comparing and Contrasting the Contents of the Material Viewed with
Outside Sources of Information in Terms of Accessibility and Effectiveness
and the value of discovering personal challenges from the story of Arachne.
Then, they will be asked to write their reflection in their notebook by
completing the statement below.

My journey_______________________________

It made me realize that _________________________________________

 I, therefore, commit to__________________________________________
G. Assessment - The teacher instructs the class to do the following:

Imagine you are living in a world where there are lots of challenges that you’re
constantly learning to cope with. Write a reflective journal about the challenges
you are facing now and clarify the effects. Make use of the following questions as
your guide:

⮚ What part of the lesson do you find difficult/most challenging?

⮚ Include at least three possible ways/steps you can adopt to overcome this
difficulty.
⮚ Which skills do you hope to strengthen in the next lesson/s?
• Use factual recounts of incidents to support your ideas
. • Be guided by the rubrics below:
clarity of ideas (10)
organization of words and ideas (15)
impact of ideas (10)

V. REMARKS
VI. REFLECTIONS
A. No.of learners who
learned 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
remediation
E. Which of my
teaching strategies
worked well? Why did
these work?
F.What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

JANICE A. BASILISCO
English Teacher

Checked by:

GENALYN G. OCTAVIANO
Head Teacher 1