K to 12 School TIMBUGAN NATIONAL HIGH SCHOOL Grade Level 10

Teacher Ms. JENNELYN I. SULIT Learning Area ENGLISH

DAILY Teaching Dates Week 4/ September 18-22, 2023 Quarter FIRST
LESSON LOG
I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4
10- Ruby- Monday (8:30-9:30) 10- Ruby- Tuesday (8:30-9:30) 10- Ruby- Wednesday (8:30-9: 30) 10- Jade- Thursday (9:45-10:45)
10- Jade- Monday (9:45-10:45) 10- Jade- Tuesday (9:45-10:45) 10- Jade- Wednesday (9:45-10:45) 10- Ruby- Friday (8:30-9:30)
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
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
Standards
C. Most Essential Determine the effect of textual aids like
Learning Competencies advance organizers, titles, non-linear
Appraising the Unity of Plot, Setting, and Characterization in a Material Viewed to Achieve Writer’s Purpose (EN10VC-Ivd-29)
illustrations, etc. on the understanding of
a text
Specific Objectives At the end of the lesson, the learners At the end of the lesson, the learners are At the end of the lesson, the learners are At the end of the lesson, the learners are
are expected to: expected to: expected to: expected to:
1. Determine the effect textual 1. Identify and label the elements 1. Watch a video observing key 1. Provide a story map that will
aids like non-linear illustrations of the story events of the story show the connections
on understanding a text 2. Analyze a story to determine its 2. Scan the story for specific 2. Create a more detailed
2. Illustrate concepts and ideas elements information characterization of a personal
from a reading text through 3. Write a narrative story through 3. Arrange the order of the parts of experience;
textual aids a story map the plot from the story Orpheus 3. Help to understand the writer’s
4. Create a timeline on the movie purpose.
3. Appreciate the importance of
shown
the textual aids in
understanding a text

II. CONTENT THE EFFECT OF TEXTUAL AIDS ON

UNITY OF PLOT, SETTING AND CHARACTERIZATION
THE UNDERSTANDING OF A TEXT
III. LEARNING OUTCOMES
1. Teacher’s N/A N/A N/A N/A
Guide Pages
2. Learners’ Guide NA NA NA NA
Pages
3. Textbook Pages N/A N/A N/A N/A

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 4. Additional N/A N/A N/A N/A
Materials from
Learning
Resource Portal
B. Other Learning Module in English 10 Module in English 10 Module in English 10 Module in English 10
Resources
IV. PROCEDURES
A. INTRODUCTION ACTIVITY 1 ACTIVITY 1 ACTIVITY 1 A. Please check the three corresponding
Encircle words that you can find in the Try to identify the following based on Let the students answer the question below: boxes if you have observed the following
puzzle below. They are arranged your prior knowledge. from the story.
vertically and horizontally. The terms “What can you do for love?”  Orpheus described himself as a good
that you are going to find are connected 1. What element of a short story might musician.
to the new topic. be described as the series of related ACTIVITY 2  Hades said that Orpheus was sad.
events? Guess the jumbled words given below.  At the end of the story, the persona
2. The problem of the plot is also known 1. A musical instrument with string (rely) narrated Orpheus as impatient and
as which story element? 2. To go places to places without directions suspicious.
(mredao) In on sentence, answer based from your
3. Action of making emotional or earnest observation and opinion.
appeal to someone (nlapigde) As a reader, describe Orpheus.
4. Come together after a period of B. Writer’s Purpose! Below are four
separation (eutderin) statements. Check the box that best
5. Urgently called to be present describes Alice Low’s reason for writing
(dmoemunes) the story.
 Alice Low narrates the events of
Orpheus’ rescue of Eurydice from the
Underworld.
ACTIVITY 2  Alice Low wants to describe the setting
Present the information below using a of the story colorfully.
Table, Pie Graph, or a Bar Graph.  Alice Low’s main purpose in writing the
story is to convince that life
BEACH ACTIVITIES full of regrets.
Kite Flying17%  Alice Low hopes to provide scientific
Playing Beach Volleyball-15% information about the story
Surfing-30%
Collecting Seashells-17%
Sandcastle Building-21%
B. DEVELOPMENT Let the teacher discuss the elements of Read carefully the story entitled “Orpheus” Reviewing the story Orpheus, please
Let the students define and understand the story. by Alice Low. Answer the following supply your answer in the given
what a non-linear illustration is and its Character processing questions on the space questions using your own words. Write
types.  Protagonist provided. the answers in your worksheet
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 Types of Non-Linear Illustration
 A table is an arrangement of
information in rows and
columns containing cells that
make comparing and
contrasting information easier.
 A pie chart displays data and
information in an easy to read
'pie-slice' format with varying
slice sizes telling you how
much of one data element
exists.
 Bar Graph is a chart that uses
bars to show comparisons
between categories of
information.
ACTIVITY 3
Make a bar graph, pie chart or table
showing number of downloads and
details of the most downloaded
applications of the decade.
C. ENGAGEMENT Present how you allocate your daily Create a timeline and/ or a story map of Directions: Study the chart below. Supply
allowance. the selection or movie clip that is asked each corresponding box given the plot of the
by your teacher.
 Antagonist QUESTIONS:
 Flat 1. What was the greatest strength of
 Round Orpheus? What was his weakness?
 Static 2. What effect did Orpheus’ music have on
 Dynamic people and gods? Cite two
Setting examples of this.
Plot 3. Why did Orpheus decide to rescue his
 Exposition wife from the underworld?
4. Why did Orpheus look back to see if
 Rising action
Eurydice was following him?
 Climax
5. What reasons might the gods have for
 Falling action allowing Orpheus and Eurydice
 Resolution to be reunited?
Point of View 6. Explain why the gods gave a condition to
Theme Orpheus and to his bride to
Tone 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 where the gods willing
to help humans?
10. Does the story reveal certain realities
about the Greeks? What are
these?
11. What does the story reveal about the
concept of gods in Greek
mythology?
Instructions: Complete the Plot Pyramid
substantially and concisely on your
story “Orpheus.” Write the letter of the worksheet. Imagine a very short story
correct answer on worksheet where you are the main character.
Now, tell us what happened in your
interesting story through filling in
scenarios (1 to 2 sentences).
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 D. ASSIMILATION Identify what is being asked.
1. It’s a useful and versatile tool that can
be used to communicate information on
their own.
2. It tells us what the graph is about.
3. It displays data and information in an
easy-to-read 'pie-slice' format with
varying slice sizes telling you how much
of one data element exists.
4. It is a chart that uses bars to show
comparisons between categories of
information.
5. It is a text accompanied with visuals
or
graphs.
6-10. What are the uses of Non-Linear
Illustration?
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
1. Part of a plot where the character and
settings are introduced
2. We discover things about the
personalties and feelings which helps us
understand the character's actions
3. The author tells us what he or she
wants us to know about the character
4. The plot is where you can find where Provide at least five (5) descriptions of
the story happened How can you relate to Orpheus’s Orpheus according to the story.
5. Characterization helps readers experiences? Answer in two to five  How is the story presented by the
understand the characters sentences on your worksheet. author? Is it narrative, persuasive,
6. A method of characterization descriptive, or informative, and why
that describes the character's
physical appearance
7. A reaction is the effect on others or
what the character say and feel about
this character
8. What the character says provides a
great deal of insights for the readers
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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 material did I
use/discover which I
wish to share with other
teachers?

PREPARED BY:

JENNELYN I. SULIT
Teacher III

NOTED BY:

NORA R. DAGLE, PhD

Teacher-In-Charge

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