Detailed Lesson Plan in English for Grade 10

I. Objectives

A. Content standards

The learners demonstrate understanding of how world literature and other text
types serves 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 Standard

The learners demonstrate communicative competence through his/her

understanding of literature and other texts types for a deeper appreciation of
Philippine culture and those other countries.

C. Learning Competency

At the end of the discussion students should be able to:

 discuss the challenges that Perseus defended
 design diagrams reflecting on the challenges of Perseus
 promote courage and hope in fighting against the “giants in life and,
 display concern for others.

II. Subject Matter

A. Topic: The Gorgon’s Head
From Ancient Greece Anne Terry White
B. Reference: Celebrating Diversity through World Literature
C. Materials: Laptop, Power Point, Print out

III. Procedures

Teacher’s Activity Student’s Activity

A. Routine Activity

1. Prayer
Everybody before we start, kindly stand
up and let up pray. Nicole, please lead the
prayer.
Teacher’s Activity Student’s Activity

Father God, come be with us

today. Fill our hearts with joy.
Fill our minds with learning.
Fill our classrooms with peace.
Fill our lessons with fun.
Fill our friendships with kindness.
Fill our school with love. Amen.

2. Greetings
Good morning class! Good morning ma’am!

Please arrange your chairs properly and

make sure that there are no trashes
around.
(Students will arrange the chairs and
pick up the trashes)

3. Checking of Attendance

Who’s your secretary in the class? Can

you please check the attendance of your
classmates?
Yes ma’am I’m here!

Did you already make a list of your

attendance? Very good.
I do have the master list ma’am.
(The secretary checks the attendance of
the class)
Again to make that mind fulfill let us start
the lesson for today. I want to borrow our
ears to please listen.

B. Motivation
Before we proceed to our next lesson, I
just want to ask first are you familiar to
the names Perseus, Hermes, Athena and
Medusa?
No ma’am.
Alright! I have here photos of them. Let
us play a small game, I will called it
‘Picture me, Define me’. The directions
are, I will show the picture and you will
tell me who it is, understand?
 Okay ma’am. We’re excited!
Teacher’s Activity Student’s Activity

Okay let us start. (Students waiting for the pictures)

(Showed the pictures using the laptop and

smart tv.)

(The first picture showed was the photo

of Perseus)

Does anyone can recognize him?

(Students answer)
Ma’am, its Perseus one of the main
character of the story.
Correct!
(The second picture showed was the
photo of Hermes)

How about him? Anyone.

Ma’am, its Hermes the one who help
Perseus in his journey.

That’s right!
(The last picture showed was the photo of
Medusa)
 Teacher’s Activity Student’s Activity

This picture has the most popular to you I

think. Who is it?
Ma’am, its Medusa who is the Gorgon’s
head.

Very good!

C. Presentation of the Lesson

I will now present our topic for today, we
will read the story of “The Gorgon’s
Head” From Ancient Greece Anne Terry
White. But before we proceed I just want
to set expectation that after our lesson for
today I am expecting you all to:
D. Presentation of the Objectives

 discuss the challenges that

Perseus defended
 design diagrams reflecting
on the challenges of
Perseus
 promote courage and hope
in fighting against the
“giants in life and,
 display concern for others.
(The students finished to read)
E. Discussion
Okay bring out your print out copy.

Students bringing out their copy.

 Teacher’s Activity Student’s Activity

So, in every story it has elements. If

called element it keeps the story running
smoothly and allow the action to develop
in a logical that the reader can follow. Do
you understand?
Yes, ma’am.
How about the (5) five basic but
important elements of the story. Can you
give one and explain what is it? Yes
please.
First one, is the characters of the story are
the individuals doing actions.
Correct. The characters are one of the
important elements of the story. What
else?
Ma’am the settings which define as the
place where the story occurs.

That’s right. The settings are the location

of the action. We have (3) three more
elements. What is it? Ma’am. Plot is where the sequence of the
story happens.
Correct. The plot is the actual story
around which the entire book is based. In
plot, you should follow the action in the
story from beginning to an end. What
about the conflict. Yes please?
In conflict ma’am, the problem of the
story is being solved in process.
Very good. Or in conflict which the
characters attempt to resolve the problem.
How about the last one, the resolution?

The solution to the problem is the way

the action is resolved.
Yes, it is important that the resolution fit
the rest of the story in tone and creativity
and solve all parts of the conflict.

Since you finished reading the story, I

want you to form 4 groups and do the
task that will assign to each of your
group. You have to pick one activity if
the box and present your ideas in the
front after. I will give you only (2) two
 Teacher’s Activity Student’s Activity

minutes to present your output.

Start sharing your ideas to your

classmates now. I will give you (10) ten
minutes. Thank you, ma’am.
(Back to their groups and start sharing
ideas to others)
 Let the students go to their respective
groups. Then let them do the tasks
listed below:
1. Create a timeline of events in the
story.
2. Create a Venn diagram that
compares the characteristics of
Perseus and Medusa. Provide
evidences.
3. Create a diagram that shows the
challenges of Perseus in his quest to
acquire the Gorgon’s head.
4. Create a diagram that shows the
relationship of all the characters in
the Myth.

(After 10 minutes)

F. Application

Okay class, you time is up. You may

now start presenting your output. Start
with the group 1 down with the group 4.

(The groups will present their answers in

front of the class.)

G. Generalization
Clap yourselves to the effort you gave in
our activity.
 Teacher’s Activity Student’s Activity

Did you also understand our topic for

today?
Yes, ma’am!

Let’s have a quick review if that is the

true.
Ma’am about The Gorgon’s Head From
What is our topic for today againn?
Ancient Greece Anne Terry White

Very good!

We also learned the (5) five basic but

important elements of the story. What are
these again?
The (5) five elements of the story are
characters, settings, plot, conflict and
You must also know their definitions. Do resolution.
I make myself clear?
Yes, ma’am.

Also with past of the story. Can anyone

recall the parts of the story that you have
been perform a while ago?
The parts of the story are exposition,
rising action, climax, falling action and
resolution.
Excellent!

IV. Evaluation

1. Task 8 Mystery Word

Study the definition and word forms. Then rearrange the letters in a bold to form the
correct word for each item below. Write the word in the box.

1. to escape or avoid (verb) eveda

2. dangerous (adjective) erpisulo

3. poisonous (adjective) vsmuoneo

4. ashamed(verb) aeadhbs
5. satisfy/to satisfy ( verb) peeapsa

6. brave(adjective) vorisaou

V. Assignment
 In a group of 5 members perform a 3 minute drama showing at least
one characteristic of Perseus that you like.

Criteria 4 3 2 1
Excellent Proficient Adequate Limited

Achievement of Purpose a clear Purpose is clear Purpose is Purpose is

purpose establish and establish and establish and may vaguely establish
effectively generally not be sustained and may not be
sustained sustained sustained

Organization Exchange of Exchange of Exchange of Exchange of

dialogues and dialogues and dialogues and dialogues and
transition/s of transition/s of transition/s of transition/s of
scene/s are scene/s are very scene/s are good scene/s need
excellent good improvement

Use of Non- Impressive variety Good variety of Satisfactory Limited variety of

Verbal Cues of non-verbal non-verbal cues variety of non- non-verbal cues
(gestures, eye cues are used in are used in a verbal cues are are used in a
contact, props, an exemplary way competent way used in an developing way
costumes) acceptable way

Imagination and Choises Choises Choises Choises

creativity demonstrate demonstrate demonstrate demonstrate little
insight and thoughtfulness awareness and awareness and do
powerfully and completely developing little to enhance
enhance role play enhance role play acceptably role play
enhance role play

Prepared by: Noted by:

Karen Joy V. Baer Ms. Alma B. Aguila

Student Cooperating Teacher